第一篇：高中高二英語下冊全冊教案下載

高中高二英語下冊全冊教案下載

Unit 11 Scientific Achievements

Designed by Xu yun xiang

1、單元教學目標 技能目標Skill goals

Talk about science and scientific achievements.Practise expressing intentions and wishes.Learn about Word Formation(I).Write a persuasion essay.2、教材分析與教材重組（1）、教材分析：

通過學習了解人類的科學成就，幫助學生認識到這些成就深刻地改變了人類生產和生活的方式和質量，同時也深刻地改變了人類的思維觀念和對世界的認識，并繼續改變著世界的面貌，極大地推動了社會的發展。激發學生學科學、愛科學，把科學知識轉化成科技成果，報效祖國，為祖國的繁榮富強貢獻自己的力量。

（2）、教材重組

將warming up 和speaking 整合在一起，通過談論科學成就，討論最重要的科學成就，練習表達自己的觀點和愿望，上一節“口語課” 將Listening 和 workbook 中的Listening 整合在一起，上一節“聽力課”。

把Pre-reading, Reading 和post-reading整合在一起，上一節“閱讀課”。

將Grammar和 workbook中的語法練習題整合在一起上一節“語法課”。

將Integrating Skills 和 Workbook 中Integrating skills 整合在一起上一節“綜合實踐課”。（3）、課型設計與課時分配 The first period

Speaking The second period

Listening The third period

Reading The fourth period

Grammar The fifth period

Integrating Skills(I)The sixth period

Revision

高

二

英

語

下

冊

教

案

Designed by Xu yun xiang

累計節次________ 課題

Unit 11 Scientific Achievements節次

The First Period

課型

Listening and Speaking教學目標

1.Target goals: Words and expressions : Solar energy breakthrough

Patterns:(expressing intentions and wishes)If I got the money, I would…/My plan is to …/I hope that…/I

want/wish/hope/intend/plan to… /I’d like to…/ I’m thinking of ….2.Ability goals: Be able to talk about scientific achievements Learn to express intentions and wishes 3.Learning ability goals:

Talk about great scientific achievements that have changed the world.Practice expressing intentions and wishes by talking about which scientific project is the most important.教學重點

Talk about great scientific achievements.Learn the patterns used to express intentions and wishes.教學難點

How to express intentions and wishes.教學方法

Group work / Discussion(cooperating learning)教

學

程

序

教學調控Step 1 Greetings and Lead-in

Have a free talk about the science, scientist and scientific achievements.T: Who can tell what scientific achievements you think changed the world?

Possible answers:

Electricity, cars, aeroplanes, telephones, radio and television, The Theory of Gravity, the Internet, solar energy, genetic engineering and cloning, etc.Step 2.Discussion(Warming up)

1.Among the great scientific achievements that have changed the world, which one do you think is the most important? Why?

2.What are some other scientific achievements that you think are important?

3.Do these achievements have anything in common? If so ,what ? Possible answers:(to be omitted)

Some language points:

1.solar= sol +ar, adj.太陽的，日光的，來自太陽的，關于太陽的，利用太陽光和熱的。例：

a solar system 太陽系 ；the solar year 陽歷年（lunar year 陰歷年）

2.energy un.能量，精力，活力

All moving objects have energy.所有運動著的物體都具有能量。

Young people should have energy.年輕人應當有活力。

區別force ,power ＆ strength

He is always full of ___________ as though he never knew tiredness.A.strenghth B.energy

C.force

D.power

3.achievement cn.（常用復數形式）功績，成就，功業。un.完成，達到，其反義詞為 failure 失敗 做不到。例如：

His achievements are worthy of record.他的功業是值得記載的。

Because of the heavy rain, the achievement of the task might be delayed.因為大雨，任務的完成可能被耽擱。

4.have … in common with 與……有共同處，和……一樣，共享，共用。例如：

My opinion have much in common with theirs.我的意見和他們的有許多共同之處。

Real friends should have everything in common.真正的朋友應該不分彼此。

Free medical treatment in this country covers not only mental disease but also __________ sickness

A.normal

B.average

C.regular

D.ordinary

5.Which one do you think is the most important?

句型：疑問詞＋do you think/guess/expect/believe/….+ 其它（陳述語序）？該句型常 用來征詢對方對某一疑問點的判斷、認識、看法、猜測等，或請求對方重復一遍。

Where do you think we shall meet?

How many people do you guess attended the lecture? How do you suppose they will deal with the waste? What did you say was the matter with her? 你說她怎么了？

What do you expect they had better do? 你希望他們最好做什么？

Mon is coming.What present _____for your birthday? A.you expect she has got

B.you expect has she got

C.do you expect she has got

D.do you expect has she got

Step3.Speaking

T: Suppose we are in the year of 2015.You are scientists.You are working on different projects.All of you need money and want to get money to complete your project.You will introduce your project and explain why it is the most important.One member will listen to all the scientists and ask questions.At the end of the discussion, he or she must decide who will get the money and why.1.Present some useful expressions:（shown on the screen）

If I got the money, I would….My plan is to…

I hope that…

I want/wish/ hope/ intend/ plan to … I’d like to … I’m thinking of … 2.Some language points: 1.Work on 從事于（某工作）；致力于；工作

My father is working on a new book.我爸爸正在寫一本新書。

He is still working on inventing a new type of machines for English study.他仍在致力于發明一種學習英語用的新式機器。2.句型：make it +adj.+inf

This makes it necessary for the farmers to grow corn in dry areas.這使農民有必要在干燥地區種植玉米。

The highly advancing science and technology will make it possible for human beings to land on Mars.日益高速發展的科學技術將會使人類登上火星成為可能。

3.If I got the money, I would …..本句為虛擬結構，表示與現在事實相反的假設。

If there were no advertising, people could not know about the goods in their local shop.如果沒有廣告，人們就不能了解當地商店里的商品。

If I had enough money, I should/would travel around the world.如果我充足的錢，我就會周游世界。3.Group work.(five minutes)4.Act-out

Five minutes later, some students should be asked to act out their work.Step5.Summary and Homework

Summary:

In this class, we’ve mainly talked about scientific achievements.From this class we’ve learnt more about science and scientific achievement.Moreover, we’ve learnt some useful expressions to express intentions and wishes.Homework:

1.Practise using the useful expressions.2.Preview the reading part.教學反思：

第二篇：高二數學全冊教案

【小編寄語】查字典數學網小編給大家整理了高二數學全冊教案，希望能給大家帶來幫助!

《1.1.2程序框圖與算法的基本邏輯結構》教學設計

(第一課時)

改進:在應用于課堂教學過程中,經過反復斟酌推敲，以更簡潔的方法，結合實際，以自主探究、協作互助的方式，將原精品課程進行了相關變更，添加具體實例，并在授課過程中參閱經典算法，將之穿插于教學中，激趣導學，效果感覺更好。

一、教學內容分析

本節內容為人教版高一數學必修3模塊第一章算法初步第1.1.2節第一課時，主要包括程序框圖的圖形符號、算法的程序框圖表示、算法的的邏輯結構等三部分內容。

算法就是解決問題的步驟，算法也是數學及其應用的重要組成部分，是計算機科學的基礎，利用計算機解決問需要算法，在日常生活中做任何事情也都有算法，當然我們更關心的是計算機的算法，計算機可以解決多類信息處理問題，直接寫出解決該問題的程序是困難的，因此，我們要首先研究解決問題的算法，再把算法轉化為程序，所以算法設計是使用計算機解決具體問題的一個極為重要的環節。

通過對解決具體問題的過程與步驟的分析，體會算法的思想，了解算法的含義。理解程序框圖的三種基本邏輯結構：順序結構、條件結構、循環結構。進一步體會算法的另一種表達方式。

本章節的重點是體會算法的思想，通過模仿、操作、探索，通過設計程序框圖解決實際生活問題的過程。通過解決具體問題，理解三種基本邏輯結構中順序和條件結構，經歷將具體問題用程序框圖來表示，在實際問題中能設計相關程序框圖解決實際問題。

二、學情分析

關于本節內容，相對學生來說，全是新知識，因它涉及到計算機科學相關內容，也是數學及其應用的重要組成部分。大部分學生并沒有學習過程序框圖的設計，在編寫程序方面基本上都是零起點，而且認為程序框圖設計是一件困難的事情，因此本課的舉例和任務都適當降低難度，讓學生能在實踐中體會成功的喜悅，領略程序設計之算法程序框圖表示的樂趣。另一方面要充分利用課外資料和實例，設置問題情景，激發學生的學習興趣，通過建構模型，化抽象為具體，教師在整個學習過程中進行指導、啟發、補充與完善。

三、教學目標

(一)知識與技能

1、通過學習程序框圖的圖形符號，區分不同符號所表示的不同含義，能模仿正確書寫簡單程序框圖;

2、理解并掌握算法的三種基本邏輯結構，培養學生分析問題、解決問題的能力;

3、培養學生在實際現實生活中，能正確運用相關邏輯結構分析、解決實際問題;

(二)過程與方法

1、通過實例分析，學生經歷、模仿、探索程序框圖表達解決問題的算法的過程，學習程序框圖的畫法;

2、在具體問題的解決過程中理解程序流程圖的三種基本邏輯結構之順序結構、條件結構，尋找解決實際問題的規律與方法。

(三)情感態度與價值觀

1：通過本節的學習，使學生對計算機的算法語言有一個基本的了解，明確算法的要求，認識計算機是人類征服自然的一種有力工具，進一步提高探索、認識世界的能力。

2：培養學生迎難而上，戰勝困難的大無畏精神，克服畏難情緒，培養嚴謹的思維習慣、塑造認真、細致的做事態度。

四、教學重點和難點

教學重點：程序框圖的圖形符號、算法的基本邏輯結構及應用

教學難點：算法的條件結構在實際生活中的運用

五、教學策略

1、任務驅動策略：據不同層次的學生，設置不同等級的任務，引導啟發學生自己看書學習新知，從而建立新的知識結構;如程序框圖圖形符號如何繪制、各表示什么意思，對一些簡單問題，程序框圖的畫法，學生模仿、探索、學習

2、創設問題情景策略：以學生活動為中心，教師精心設計問題，引導學生討論與交流，充分發揮學生的主體作用。例：算法的基本邏輯結構有哪些，有什么區別，具體問題時如何正確選取相應算法的邏輯結構

3、競爭機制策略：據本章節中部分內容，合理設置分組競爭，小組賽形式激發學生高漲的學習熱情，不僅引導學生將所學知識應用于解決實際問題，且培養學生團隊合作探究精神。

六、教學方法

任務驅動法、啟發引導式、小組合作探究學習法、模仿建構學習法

七、教具準備

多媒體課件、生活中具體實例、同步學案

八、教學過程 課時1

教學程序 教師組織與引導 學生活動 設計意圖

發放任務紙質

1、把任務學案發給學生

2、查閱、收集有關實際生活中實例，用于本節教學

1、預習

2、查閱相關資料 學生是學習主體，自主合作、探究式學習

回顧舊知，引入新課

改進：生活中的問題，描述解決步驟(1)算法的描述：要交換兩杯不同液體的方法、步驟;(自然語言描述法，復習)

穿插經典算法在教學中，激趣導學

1：雞兔同籠、2：誰在說謊

(2)你還知道有什么渠道能使算法描述得更直觀、高效、準確嗎?引導學生看書自學

學生思考、回答，學生看書自學本節程序框圖相關知識：程序框圖圖形符號

激發學生對本節課內容的關注

探究不同程序框圖符號表示的不同含義，初步探討程序框圖的畫法

重點部分強記 據教材設疑，并逐一提出下列問題：

(1)程序框圖共有哪些圖形符號?

改進：同學們，你們所常見的圖形有哪些??學生回答

現在，從這些常用圖形中，我們選出幾中種來用于表示算法中的含義(2)不同符號所表示的什么含義?(3)具體應用，實例列舉，老師在黑板上補畫長方形面積流程圖(4)要求學生結合上述老師所講實例，模仿補充畫出，改進： A: 圓的面積、周長的流程圖(老師完成)B: 正方形面積、周長的流程圖(師生共同完成)C: 三角形面積、周長的流程圖(學生自己完成)D：求學生語、數、英三科成績平均分的程序框圖(學生自己完成)(5)例3.已知三角形三邊長，求三角形面積的程序框圖(老師提示公式，學生自己理解)(6)判別整數n是否為質數后面學

老師引導學生說出程序框圖特征并作簡要歸納 學生看書掌握 學生聯系實際，回答 看書自學，回答 看書自學，回答 聽講，學習

學生根據圖形特點，找記憶方法 討論、交流、模仿、經歷 學生思考、討論并畫圖 反復練習，鞏固、加強記憶 學生自己設計 對照課本，檢查正誤 學生總結歸納程序框圖特點

學生仿做 學生仿做 學生理解 或

S=P*R^2 培養自學能力

明確每種圖形符號的不同含義及不同應用 培養學生模仿學習與制作流程圖的能力 培養學生善于總結歸納的習慣 重點突破 框圖符號

重、難點攻克條件結構 總結過渡并提出問題：

改進：聯系實際生活，結合課本，自主探究：算法的邏輯結構應有幾種(1)如何用框圖符號來表示算法?(2)算法有幾種基本邏輯結構?(3)你會用框圖符號表示算法的順序結構了嗎?(前面剛講,總結歸納)(4)你會用框圖符號表示條件結構嗎? 老師列舉并畫實例流程圖：

引導學生帶著問題邊看書邊在練習本將幾種結構畫出來，加強看書效果 例4：老師啟發學生，師生共同完成三數為邊是否組成三角形程序框圖 補充：1:求絕對值的程序框圖： 2:Y= 引導學生思考設計分段函數的流程圖，運用條件結構

教師引導學生列舉生活中實例

學生看書

同桌間自主探究、理解掌握

討論回答問題

學生思考、模仿、探究著畫流程圖，和課本對照判正誤

學生模仿、思考、討論與交流

設計相應流程圖

同學上臺展示自己的流程圖，其它學同指正其正誤

學生對比條件與順序結構的框圖，總結歸納條件結構的框圖的繪制 任務驅動，創設學習情景

層層深入

引領學生縱向學習

模仿，思考，對照，學生有所思有所悟，體驗學習成功的快樂

突出學生學習的主體

培養學生的邏輯思維能力

教師對學生的講解進行補充和完善，小結本節內容。學生交流生活中實例及框圖解決辦法。

課堂小結 引導學生總結本節課的知識要點

并談談本節課的收獲與提高及改進 學生回顧總結本節所學 梳理本節課的知識主干

自我檢測 組織學生完成學案中的相關習題并做總結 討論、交流、做練習檢測學生的學習效果 布置課后作業 作業：P20習題1.1

A組 1, 3 課后完成 鞏固、反饋學習效果

課后活動 要求學生課下學習例5求解一元二次方程的算法及框圖 深化學習內容，培養分析、解決實際問題能力及邏輯思維能力 用以評估情感目標的達成情況

參閱經典算法：穿插在教學中，激趣導學

1：一群小兔，一群雞，兩群合到一群里，要數腿共48，要數腦袋整17，多少只兔多少只雞?試設計算法，畫出流程圖

2：誰在說謊

張三說李四在說謊，李四說王五在說謊，王五說張三和李四都在說謊。現在問：這三人中到底誰說的是真話，誰說的是假話?

*運行結果

Zhangsan told a lie(張三說假話)

Lisi told a truch.(李四說真話)

Wangwu told a lie.(王五說假話)

九、板書設計

1.1.2 程序框圖及算法的基本邏輯結構

一、程序框圖

1:程序框圖又名_______

2:程序框圖的圖形符號有_________________________;分別表示什么含:_______________

二:算法的基本邏輯結構

1:算法的基本邏輯結構有_________、__________、__________

2:請你表示出條件結構和循環結構的框圖形式:

3:請仿照寫出求長方形的面積的框圖,類似正方形面積框圖、圓面積、三角形面積等程序框圖(順序結構)

4：設計給定三角形任意三邊長a，b，c，試表示出三角形面積相應程序框圖

(對照P9例3，檢查正誤)

三：算法的條件框圖

1：試畫條件結構框圖的2種形式

2:例4會了嗎?試試看

3:試設計求絕對值的程序框圖

小結 作業: P20,習題:1.1 A組 1, 3兩題

改進效果：經過斟酌改進實踐后的算法，方式更適宜中學生個性特點，更易被中學生接受，效果更好。

第三篇：七年級英語下冊全冊教案(仁愛英語)

七年級英語下冊全冊教案(仁愛英語)本資料為woRD文檔，請點擊下載地址下載全文下載地址

Step3

consolidation第三步

鞏固

鞏固1,掌握有關表述。

.T:

Now,pleaseanswermyquestions.whendidjackgettoNewyork?

Ss:

HegottoNewyorkthedaybeforeyesterday.T:

whatdidherent?

Ss:

Herentedacar.T:

Didhetravelaroundthecity?

Ss:

yes,hedid.T:

wheredidhevisit?

Ss:

HevisitedchinatowninNewyork.T:

whatdidhebuyforcaoyan’ssister?

Ss:

Heboughtabeautifulskirtforher.2.got—rented—traveled—visited—bought

T:

whocanusethekeywordstoretellthestory?

S1:

jackgottoNewyorkthedaybeforeyesterday.Herentedacar…

Step4

Practice第四步

練習

練習并完成2。

.T:

NowjackisinNewyork.Heknowsdifferentcountrieshavedifferentcustoms.Forexample,inchina,whenwemeetourfriends,weoftengreetwith“你吃了沒有？”,“你多大了？”,“你要去哪里？”.canwegreetanEnglishmanlikethis?

Ss:

Ha!Ha!No.2.T:weknowinEnglish-speakingcountries,wecan’

’tasksuchquestionsaswedoinchina.Becauseitsimpolite.Pleaselistento2andmarkthemwithPforpoliteorIforImpolite.3.T:

Ifweask“Doyouhaveanybrothersorsisters”,isitpoliteorimpolite?

Ss:

Polite.T:

Isitpoliteorimpolitetoaskthequestion“Howmuchmoneydoyoumakepermonth”?

Ss:

…

4.T:Nowlistento2againandtrytoretellsomeofit.Step5

Project第五步

綜合探究活動

.T:

workingroupsofsix.GroupAdescribessomethingabouttheplaceheorshehasvisited.Theothergroupsguesswhereitis.Thegroupwhichcanguesstherightplacewiththefewestwordswillbethewinner.2.Ⅳ.疑點探究

Pleasegivemylovetoyourparents.意為“請代我向你父母問好。”也可說Pleaseremembermetoyourparents.Topic3

Let’scelebrate!

SectionA

SectionAneeds1~2periods.SectionA需用1~2課時。

Themainactivitiesare1aand2.本課重點活動是1a和2。

Ⅰ.Aimsanddemands目標要求

1.Learnthenamesoffestivals:

SpringFestival,christmas,LanternFestival,Thanksgiving,Easter,mid-autumnFestival

Learnsomeothernewwords: dumpling,sweet,luck,riddle,pie,not

…until,believe,full,moon

2.Talkaboutholidaysandfestivals.chinesepeopleeatdumplingsandperformlionanddragondances.Peopleinmanycountriescelebratechristmasandgiveeachotherpresents.ontheLanternFestival,peopleeatsweetdumplingsforgoodluck.onThanksgiving,manypeopleeatturkeyandpumpkinpie.Ⅱ.Teachingaids教具

錄音機/日歷圖片/小黑板/萬年歷

Ⅲ.Five-fingerTeachingPlan五指教學方案

Step1

Review第一步

復習

復習日期表達,引入節日。

.T:

Boysandgirls,what’sthedatetoday?Doyouknow?

Ss:

It’sjune6th.T:

whosebirthdayisittoday?

S1:

It’smine.T: Boysandgirls,let’ssay“HappyBirthdaytoS1together.Ss:

HappyBirthday!

T:

Afterclass,we’llgiveyousomepresents.S1:

”

Thankyouverymuch.T:

Doyouknowwhenmybirthdayis?Guess.S2:

october1st.S3:

December20th.S4:

…

…

T:

No.mybirthdayisonlunaroctober12th.IhopeIcancelebratemybirthdaywithyou.Ss:

It’smypleasure.lunar

2.XX

9月10日

XX

2月25日

XX

1月24日

星期四

XX

2月31日

十二月初七

XX

月23日

正月初一

XX

2月6日

正月十五

T:

what’sthedate?Doyouknow?

S5:

It’sSept.10th,XX.S6:

It’sDec.25th,XX.S7:It’sNovember24th,Thursday,XX.S8:

It’sDecember31st,lunarDecember7th,XX.S9:

It’sjanuary23rd,lunarjanuary1st,XX.S10:It’sFebruary6th,lunarjanuary15th,XX.T:

Boysandgirls,doyouknowwhatdaysthesedatesare?

Ss:

Somefestivals.T:

yes.Theyaredatesofsomefestivals.Pleasesaythesefestivals.S11:It’sTeachers’Day.S12:圣誕節。

T:

yes.It’schristmas.S13:新年前夜。

T:

yes.It’sNewyear’sEve.S14:春節。

T:

yes.It’sSpringFestival.S15:元宵節。

T:

yes.It

’sLanternFestival.well,doyouknowwhatdayitisonNov.24th,XX?

Ss:

It’sThursday.T: yes,it’sthefourthThursdayinNovember.It’sThanksgiving,感恩節.SpringFestival

Teachers’Day

christmas

Newyear’sEve

Thanksgiving

LanternFestival

Step2

Presentation第二步

呈現

呈現1a,了解1a內容。

dumpling,sweet,luck,riddle,pie,turkey,dragon,pumpkin T:Therearefourfestivals.Tocelebratethem,weeatsomespecialfoodsandtakepartinsomespecialactivities.Pleaselistento1acarefullyandcompletethetable.Festival

Date

Food

Activity

SpringFestival

lunarjanuary1st

dumplings

christmas

turkeyandchristmascakes

giveeachotherpresents

LanternFestival

lunarjanuary15th

Thanksgiving

turkeyandpumpkinpie

familiesgettogetherforabig

dinnertoeatturkeyandpumpkinpie

Step3

consolidation第三步

鞏固

鞏固1a,完成1b。

.T:Pleaselistenagainandfollowthetape.Payattentiontothepronunciationofthenewwords.2.T:

Iwilldivideyouintofourgroupsandaskyousomequestionsaboutthefestivals.Trytoanswerthequestions.Thegroupwhichanswersthemostquestionswillbethewinner.T:

whenistheSpringFestival?

G1:

It’sinjanuaryorFebruary/onlunarjanuary1st.T:

whatfooddochinesepeopleeatontheSpringFestival?

G2:

Dumplings.T:

Howdopeoplecelebrateit?

G3:

Performlionanddragondances.T:

…

G4:

…

…

Group

Point

3.T:

Now,pleasetellmehowpeoplecelebratethosefestivalsaccordingtotheformontheblackboard.S1:

TheSpringFestivalisinjanuaryorFebruary.Peopleeatdumplingsandperformlionanddragondances.S2:

christmasisonDecember25th.Peoplegiveeachotherpresents.S3:

ThanksgivingisonthefourthThursdayinNovember.Familiesgettogetherforabigdinner.Peopleeatturkeyandpumpkinpie.S4:

TheLanternFestivalisonlunarjanuary15th.Peopleeatsweetdumplings.Peoplewatchlanternshowsandguessriddlesonlanterns.4.T:Now,let

’sdiscussthequestionsof1bingroupsof4.3minuteslater,we

’llasktherepresentativetoreporthisidea.Begin,please.5.T: weeatdumplingsandperformlionanddragondancestocelebratetheSpringFestival.wecaneatotherthingsonthisday.Andwecanalsocelebrateinotherways.Forexample,weeatredeggs,riceandnoodles.Andwewearnewclothes.PleasetellmesomeotherwaystocelebratetheSpringFestival.S5:

weeatoranges.S6:

weeatricecakes.S7:

wevisitfriends.…

T:

Howaboutsomeotherfestivals?

S8:

Singchristmassongsatchristmas.S9:

Sendcards.…

Step4

Practice第四步

練習

練習并完成2。掌握not…until,believe,full,moon；理解midnight,Easter,fool,mid-autumn,mooncake。

1.T:Pleaseopenyourbookstopage94,listenandfillintheblanksin2.2.T:Pleasechecktheanswers,thenlistentothetapeagainandfollowit.3.T:Pleasecontinuetocompletethetablewithnewcontents.4.T:

Pleasesaythenamesoffestivals.workinfourgroups.Thefirststudentsaysaname.Thefollowingstudentmustrepeatthenamesthathavebeensaid,andaddanewone.Thegroupusingtheshortesttimetosaytennameswillbethewinner.Group1:

S1:

SpringFestival.S2:

SpringFestival,christmas.S3:

SpringFestival,christmas,…

…

5.T:

whenisTeachers’Day?

Ss:

onSeptember10th.T:

whatfestivalisitonApril1st?

Ss:

AprilFool’sDay.…

Step5

Project第五步

綜合探究活動

通過活動，讓學生加深對本節課所學習的各種節日的記憶和理解。

.活動步驟：1.教師將準備好的小紙條分別放在四個小紙盒里，并在盒外標上名稱、日期、食物、活動，將小紙盒放在講臺上。

2.教師把學生分為四個小組，根據所準備的節日數目，讓第一小組以最快的速度抽取紙條，每人讀出節日名稱，然后按節日時間順序排好隊。（一共有幾個節日，就選幾名同學參加，以下同。）

3.第二小組的同學為該節日搭配日期。

4.第三小組的同學為該節日搭配食物。

5.第四小組的同學為該節日搭配活動。

注：此活動可循環進行。

2.T:Pleasemakeasurveyaboutyourfavoritefestivalandcompletethetable.Name

Favoritefestival

why

S1:what’syourfavoritefestival?

S2:christmas.S1:why?

S2:Ilikepresents.AndIcansendcardstomyfriends.…

3.T:

collectinformationaboutinterestingfestivalsinourlocalarea.SectionB

SectionBneeds1~2periods.SectionB需用1~2課時。

Themainactivitiesare1aand2a.本課重點活動是1a和2a。

Ⅰ.Aimsanddemands目標要求

1.Learnsomenewwordsandphrases:

important,prepare,church,putup,open,gift,grape

2.Talkaboutfestivals.ItisonDecember25th.onchristmasEve,thenightofDecember24th,familiesoftengotochurchandsing

christmassongs.Talkaboutcustomsandculture.childrenputupstockingsbythefireplacesorattheendoftheirbedsbeforetheygotobed.Somejewishpeopleeatappleswithhoneyforasweetnewyear.3.Expresswishesandcongratulations.merrychristmas!

HappyNewyear!

Ⅱ.Teachingaids教具

錄音機/日歷/圖片

Ⅲ.Five-fingerTeachingPlan五指教學方案

Step1

Review第一步

復習

復習節日名稱。鞏固有關節日內容的知識。

.T:

Therearealotoffestivalsintheworld.canyounamethem?

Ss:

SpringFestival,mid-autumnFestival,...2.Group

Time

T:

Iwilldivideyouintofourgroups.Pleaselistthenamesanddatesofthefestivals.Everystudentcansayonlyonefestivalanditsdate.Thefollowingstudentscannotrepeatthenamesthathavebeensaid.Thegroupwhichsaysthemostfestivalsintheshortesttimewillbethewinner.S1:

SpringFestival,injanuaryorFebruary.S2:

AprilFool’sDay,April1st.…

Step2

Presentation第二步

呈現

呈現1a,初步了解課文。

.××年

12月25日

T:

what’sthedate?

Ss:

It’sDecember25th.T:

whatfestivalisit?

Ss:

It’schristmas.T:

yes.It

’sthemostimportantfestivalinmanycountries.whatdoyouknowaboutchristmas?

Ss:

…

T:

Doyoulikechristmas?

Ss:

…

T:

why?

Ss:

…

T:

Ihavesomebeautifulpicturesaboutchristmas.Doyouwanttohavealook?

Ss:

yes,wedo.T: ok.Let

’

slookatPicture1first.It

’sachristmastree,whatcanyouseeinthetree?

Ss:

Lights,balls,stars…

T:

yes.BeforechristmasDay,peoplearebusypreparingforit.Theydecoratechristmastreeswithlights,colorfulballs,starsandsoon.LookatPicture2.whatcanyouseeattheendofthebed?

Ss:

Stockings,presents.T:

yes.onchristmasEve,childrenputupstockingsbythefireplacesorattheendoftheir

bedsbeforetheygotobed.TheythinkSantaclauswillfillthestockingswithpresents,soonthemorningofchristmasDay,childrenalwaysgetupveryearlyandopenthestockings.LookatPicture3.Familiesarehavingabigget-togetherwithaspecialdinner.themostimportant,prepare,decorate,colorful,putup,stocking,fireplace,open,get-together

2.T:Pleaselistento1atwice,andcompletethetable.Time

Activity

BeforechristmasDay

onchristmasEve

onchristmasDay

T:

whatdopeopledobeforechristmasDay?

Ss:

Goshopping,cleanhouses,givechristmascardstotheirfriendsanddecoratechristmastrees.T:

whatdopeopledoonchristmasEve?

Ss:

Familiesoftengotochurchandsingchristmassongs.childrenputupstockingsbythefireplacesorattheendoftheirbeds.T:

onchristmasDay?

Ss:

childrenopenthepresentsinthestockings;everyonegivesgiftstoeachother;familieshaveabigget-togetherwithaspecialdinner.Theygreeteachotherandsay,“merrychristmas!”

gift,greet,merrychristmas

Step3

consolidation第三步

鞏固

鞏固1a,進一步理解并掌握課文內容。

.T:Pleaselistentothetapeagainandfollowit.circlethekeywords.important—Dec.25th—preparing—decorate—church—

stockings—open—give—get-together—dinner—greet

2.T:

Pleasetrytoretellthestorywiththekeywords.S1:

christmasisthemostimportantfestivalinmanycountries.ItisonDecember25th…

S2:

onchristmasEve,familiesoftengotochurch…

…

Step4

Practice第四步

練習

練習并完成1b,2a和2b。

.T:workaloneplease.Readthepassagein1aagainandcompletethetablein1bwith“√”or“×”.T:

Now,let’schecktheanswers.christmasactivity

decoratechristmastrees

√

playgameswithapples

×

giveneighborssweets

×

giveeachotherpresents

√

singchristmassongs

√

putupstockingsattheendoftheirbeds

√

2.T:Tocelebratethenewyear,peopleindifferentareasusedifferentways.westernpeoplehaveparties.chinesepeopleperformlionanddragondances.Andpeoplealsoeatdifferentfoods.T:

Lookat2a,thesearemanyfoodspeopleeatforthenewyear.whataretheyinPicturea?

S1:

Grapes.T:

what’sitinPictureb?

S2:

It’saturkey.T:

whataretheyinPicturec?

S3:

oranges.T:

what’sitinPictured?

S4:

Pudding.T:

whataretheyinPicturee?

S5:

Applesandhoney.T:

what’sitinPicturef?

S6:

It’sachristmascake.Spain,grape,honey

T:Listento2a,choosetherightpicturesoffoodsthatpeopleeatonNewyear’sDayorNewyear’sEve.T:

whatdopeopleeatonNewyear’sDay?

Ss:

oranges,Picturec.T:

whatdopeopleeatonNewyear’sEve?

Ss:

Grapes,appleswithhoney,PictureaandPicturee.3.T:Pleaselistentothetapeagainandcompletethesentencesin2b.T:

Let

’schecktheanswers.Pleasereadthesentencesaloud.S7:

Somechinesepeopleeatoranges.Theyareround,endandbeginagainlikeyears.S8:

InSpain,peopleeattwelvegrapesforgoodluckinthenewyear.S9:

Somejewishpeopleeatappleswithhoneyforasweetnewyear.Step5

Project第五步

綜合探究活動

通過活動,拓展思維。

.T:

Boysandgirls,weallknow,ondifferentfestivals,weeatdifferentfoods.Pleasetellmewhenweeattherestfoodin2a,andsaysomethingaboutthefestival.whendoweeatsweetdumplings?

Ss:

ontheLanternFestival.Peoplewatchlanternshowsandguessriddlesonlanterns.T:

whendopeopleeatturkey?

Ss:

onThanksgiving.Familiesgettogetherforabigdinner.It’sonthe4thThursdayinNovember.T:

mooncakes?

Ss:

onthemid-autumnFestival…

…

2.T:

weusuallyeatmooncakesonthemid-autumnFestival.whatelsedoweeat?

Ss:

youzi,nuts…

T:

whatdopeopleeatfortheSpringFestival?

Ss:

Dumplings,oranges…

…

3.T:Therearealotoffestivals.Now,pleasechooseaspecialfestival.Andcompletethetable.Festivalname

Date

Howtocelebrate

4.T:Let’sgettoknowmoreaboutdifferentfoodstowelcomethenewyearindifferentcountriesorareas.youcansearchontheInternetorinthelibrary.Ⅳ.疑點探究

春節吃橘子，象征一年圓圓滿滿，也象征吉祥。

Sectionc

Sectioncneeds1~2periods.Sectionc需用1~2課時。

Themainactivitiesare1aand2a.本課重點活動是1a和2a。

Ⅰ.Aimsanddemands目標要求

1.Learnsomenewwordsandphrases:

start,whole,stayup,knockon/at,shout,trickortreat

2.Talkaboutcustomsandculture.Peoplestayupandenjoydumplingsatmidnightforgoodluck.onthefirstdayofthelunarnewyear,childrengreettheirparentsandgetluckymoneyfromthem.Ⅱ.Teachingaids教具

錄音機/歌曲磁帶/圖片/卡片

Ⅲ.Five-fingerTeachingPlan五指教學方案

Step1

Review第一步

復習

復習節日名稱。引入春節主題。

.T:

Boysandgirls,weknowtherearealotoffestivalsintheworld.Somefestivalsarecelebratedinchina,whilesomefestivalsarecelebratedinwesterncountries.canyoutellmewhatfestivalsarecelebratedinwesterncountries?

Ss:

AprilFool’sDay,Easter,Halloween,christmas…

T:

whatfestivalsarecelebratedinchina?

Ss:

LanternFestival,mid-autumnFestival…

2.T:

christmasisthemostimportantfestivalinwesterncountries.whatdopeopledobeforechristmas?Howdopeoplecelebrateit?

S1:

Theygivechristmascardstotheirfriendsanddecoratechristmastrees.T:

whatdopeopledoonchristmasEve?

S2:

Gotochurch,andputupstockings.T:

whatdopeopledoonchristmas?

S3:

childrenopenthepresentsinthestockingsandgivegiftstoeachother.3.T:weknow,SpringFestivalisourimportantfestival.Pleaseworkingroups,haveadiscussionandcompletethetable.BeforetheSpringFestival

ontheEve

onthefirstday

goshopping

…

haveabigdinner,watchTV

…

visitfriends

…

T:

whatdopeopledobeforetheSpringFestival?

S4:

Peoplegoshopping.S5:

…

…

start,whole,stayup

Step2

Presentation第二步

呈現

呈現1a,了解課文主要內容。

.T:justnow,wediscussedhowpeoplecelebratetheSpringFestival.Nowpleasereadthe

passagein1a,andunderlinethesentencesaboutthemainactivitiesoftheSpringFestival.2.Preparedeliciousfood.cleananddecoratetheirhouses.Gettogetherforabigdinner.Stayupandenjoydumplings.Greettheirparentsandgetluckymoney.Step3

consolidation第三步

鞏固

鞏固1a,完成1b。

.T:

Pleaselistento1aandrepeatit.2.T:

Now,pleasetrytoretellthepassagewiththemainactivitiesandsomethingelseyouknow.S1:

BeforetheSpringFestival…

S2:

…

3.T:

weknowtherearealotofdifferencesbetweentheSpringFestivalandchristmas.Nowpleasefindthedifferencesandcompletethetablein1b.T:

whenaretheSpringFestivalandchristmas?

S3:

TheSpringFestivalisinjanuaryorFebruary.christmasDayisonDecember25th.T:

whatdoweusuallydoontheSpringFestival?

S4:

Eatdumplingsandperformlionanddragondances.T:

whatarethemainactivitiesaboutchristmas?

S5:

Decorateachristmastree,putupstockingsandgiveeachothergifts.T:

whataretheSpringFestival’sgifts?

S6:

Greetingcardsandluckymoney.T:

AndchristmasDay’sgifts?

S7:

Greetingcardsandchristmaspresents.T:

whataretheSpringFestival’sfoods?

S8:

Dumplings.T:

christmasDay’s?

S9:Turkeyandchristmascakes.Step4

Practice第四步

練習

完成2a,2b。

.T:

yesterdaywasHalloween.juliahadawonderfultimewithherfriends.Thenshewrotealettertokangkang.Hereareseveralnewwordsandphrases.Let’slearnthem.knockon/at,shout,trickortreat

T:Nowreadtheletterandfillintheblanksin2a.T:who’dliketowriteyouranswersontheblackboard?

was,had,wore,gave,didn’tplay,tell

T:

Thesewordsareverbs.whatformoftheseverbsdoweuse?

Ss:

Simplepastform.T:

yes,weusethepastformoftheverbsexceptthelastone.T:

Pleasefindoutmoreverbsinthesimplepastformintheletter,andcirclethem.T:

Pleasetelluswhatyouhavefound.T:

canyousaysomemoreverbsandtheirpastformsthatwehavelearned?

S1:

Sing—sang.S2:

Buy—bought.…

2.T:workinpairs.PleaseintroduceHalloweentoyourpartner.T:S3andS4,telltheclasswhatyouknowaboutHalloween.S3:whenisHalloween?

S4:It’sonoctober31st.T:Verygood.S5andS6,tryyours.S5:

Howdotheycelebrateit?

S6:

childrenplay“Trickortreat!”ontheirneighbors.…

3.T:Supposethatyouwerekangkang.wouldyouliketowritealetterbacktojuliaaboutoneofyourunforgettablefestivals?

Ss:

yes,we’dloveto.T:

who’dliketoreadyourletter?

S7:

Dearjulia,thankyouforyourletter.TheLanternfestivalofthisyearisoneofmyunforgettablefestivals…

S8:…

…

Step5

Project第五步

綜合探究活動

通過活動,鞏固加深對節日的理解和記憶。

.T:Todaywe

’llsingasongnamedjingleBells.Listenandsingafterthetape.2.T:

PleaselistentothesongjingleBellsagain.canyoutellmewhatfestivalthissongisfor?

Ss:

christmas.T:

Therearealotofsongsfordifferentfestivals.Now,I’llsingsomesongs.Pleasetellmewhatfestivalsthesesongsarefor.T:

今天是你的生日,我的中國。清晨我放飛一群白鴿,……。whatfestivalisthissongfor?

Ss:

NationalDay.T:

恭喜恭喜恭喜你,每條大街小巷,每個人的臉上……。

Ss:

SpringFestival.T:

十五的月亮,照在家鄉照在邊關……。whatfestivalisitfor?

Ss:

mid-autumnFestival.…

3.準備。教師事先準備四張卡片，每張卡片上寫上10個句子。其中有的句子的內容是真實的，有的則不符合事實。

將學生分為四個組。

先從第一組中選出一名學生上臺抽出一張卡片，并讓該生讀出卡片上的每個句子，每句讀兩遍。本組其他同學必須大聲打斷那位同學讀句，并根據真實情況分別說出yes或No。若回答正確，則加一分；若回答錯誤，則不給分；若該句第二遍讀完之后該組還沒人回答，這時教師用雙手擊掌，其他三組學生開始搶答。第一個搶答正確者為所在的組贏得一分。第一句回答完畢，接著讀第二句、第三句、第四句……

待每組都讀完10句后，統計各組得分，分數最高的組為優勝組。

注：①卡片上的句子內容可涉及本話題所涉及到的所有節日。

②如果學生具有較高的英語水平，可采用分組對抗形式。一組學生現場說一個句子，另一組學生判斷正誤。內容可涉及到課本上沒有提到的中國其他傳統節日或有地方特色的節日。這樣可以激發學生的求知欲。

.TheSpringFestivalusuallycomesinjanuaryorFebruary.2.chinesepeopleusuallyeatnoodlesontheSpringFestival.3.ontheLanternFestival,peopleeatsweetdumplingsforlonglife.4.Peopleofteneatturkeyandchristmascakesonchristmas.5.manypeopleeatturkeyandpumpkinpieonThanksgiving.6.onthemid-autumnFestival,peopleeatdumplingsandenjoythebrightfullmoon.7.christmasisonDecember24th.8.SomechinesepeopleeatapplesontheSpringFestival.Theyareround,likeyears.9.InSpain,peopleeattwelvegrapesforgoodluckinthenewyear.0.Somejewishpeopleeatappleswithhoneyforasweetnewyear.4.T:PleasecollectsomewaystocelebratetheSpringFestivalindifferentareasofchina.SectionD

SectionDneeds1period.SectionD需用1課時。

Themainactivitiesare1and5.本課重點活動是1和5。

Ⅰ.Aimsanddemands目標要求

1.Learnsomenewwordsandphrases:

InternationalLaborDay,DragonBoatFestival,hold,race,NationalDay,thePRc,capital,flag,burn,god

2.Talkaboutholidaysandfestivals.oneofthemisInternationalLaborDay,thatismayDay.It’sonmay1st.Peopleenjoyaone-dayholiday.TheDragonBoatFestivalisonlunarmay5th.october1stistheNationalDayofthePRc.Talkaboutcustomsandculture.onthisday,peopleholddragonboatracesinmanyplacesandeatricedumplingstorememberQuyuan.Thewholecountrycelebratesthebirthdayofchinaonthisday.BeforechineseNewyear,manychinesefamiliesburntheoldpictureofZaoShen,thekitchengod,togetgoodluck.Ⅱ.Teachingaids教具

錄音機/圖片

Ⅲ.Five-fingerTeachingPlan五指教學方案

Step1

Review第一步

復習

通過唱歌,復習節日名稱。引入1。

.T:

canyousingjingleBells?

Ss:

yes.T:

whatfestivalisjingleBellsfor?

Ss:

christmas.T:

ok.Pleasesingthesongingroups.Iwanttoseewhichgroupsingsbest.G1:

Dashingthroughthesnow,…

…

T:

GroupXsingsbest.congratulations.2.T:

Therearealotoftraditionalfestivalsinchina.Forexample,SpringFestival,LanternFestival…Now,listentome,I’lldescribeanotherfestival.Pleasetellmewhatfestivalitis.onthatday,peopleholddragonboatraces,eatricedumplings.whatfestivalisit?

Ss:

DragonBoatFestival.T:

whenisit?

Ss:

It’sonlunarmay5th.T:

TheDragonBoatFestivalisachinesetraditionalfestival.Nowwehavesomenewholidays,andwhentheycome,wecanhaveaone-dayorathree-dayholiday.whatarethey?

Ss:

mayDayandNationalDay.T:

whenismayDay?

Ss:

onmay1st.T:

yes,wecanalsocallitInternationalLaborDay.Ss:

onNationalDay,wehopetogotoBeijing,thecapital,towatchthenationalflaggoup.T:

whenisNationalDay?

Ss:

onoctober1st.hold,race,DragonBoatFestival,NationalDay,InternationalLaborDay,capital,flag

Step2

Presentation第二步

呈現

通過總結本話題所學的節日和對應的慶祝活動，呈現4和1。

.T:

wehavelearnedalotoffestivalsandactivities,andweknoweachfestivalhasaspecialcelebratingactivity.Forexample,onThanksgiving,peopleeatturkeyandpumpkinpie.onchristmas,peoplesendchristmascards.Boysandgirls,pleaselookat4andtelluswhatpeopledoonotherfestivals?

S1:

Peopleenjoyabrightfullmoononthemid-autumnFestival.

第四篇：人教版七年級英語下冊全冊教案

人教版七年級英語下冊全冊教案

Unit1 Where is your pen pal from? Topic:

Countries, nationalities, and languages Functions:

Talk about countries, nationalities and languages Ask and tell about where people live Structure:

Where's/Where're...from? Where does/do...from? What questions----What language does/do...speak? Target language:

Where is she from? She is from....Where does she live? She lives in....What language does she speak? She speaks....Vocabulary:

words about countries, languages Teaching design:

The whole unit needs 5 periods, 4 for new lessons and 1 for test Period 1(1a----Grammar Focus)Key points:

Where is your/John's pen pal from? He/She is from...Where does he/she live? He/She lives in....(Homework for preview)Pre-task: Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak.T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss.T gives the Ss Chinese words for the countries, they are following: 加拿大，法國，日本，美國，澳大利亞，新加坡，英國，中國(The Ss can look them up in the dictionary if they are new for them)The example is following: Name: Curry Muray Age: 75 From(Nationality): the United States City: New York Language: English Teaching Steps: Key points:

Where is your/John's pen pal from? He/She is from...Where does he/she live? He/She lives in....(Homework for preview)Pre-task: Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss.T gives the Ss Chinese words for the countries, they are following: 加拿大，法國，日本，美國，澳大利亞，新加坡，英國，中國(The Ss can look them up in the dictionary if they are new for them)The example is following: Name: Curry Muray Age: 75 From(Nationality): the United States City: New York Language: English

Teaching Steps:

Step 1 Leading-inThe information of the teacher's own pen pal's information.“I have a pen pal.His name is Curry Muray.He is from the United States.Do you have a pen pal? Where is your pen pal from? What's your pen pal's name?” Different students say the information about their own pen pals.T should choose the different countries.T writes the different countries on the Bb(both Chinese and English)

Step 2 Learning

Section A 1a

Learn the new words on the Bb.The new words are: pen pal;Canada;France;Japan;the United States(the US/the USA/America);Australia;Singapore;the United Kingdom(the U.K./Great Britain/England)

Pay attention to the pronuciation of the new words.Step 3 Listening

1b Listen and circle the countries in 1a they learned

Step 4 Competition Two groups of students to write the new words to see which group does better.First write down the Chinese words with looking at the English meanings, then write down the English words with looking at the Chinese meanings.(This step is a memory game.It can help the Ss consolidate the new words they learned)

Step 5 Pairwork 1c Practise the following conversation:---Do you have a pen pal?

---Yes, I do.---Where's your pen pal's from?

----He/She is from....(Write it down on the Bb)First T has a conversation with one student as an example then let the Ss practise in pairs.At last let several pairs do it again in class.Step 6 Leading-in Revise the countries names with looking at the Bb.Then T writes down the city names on the Bb.Let the Ss try to find out which countries the cities are in.The city names are following: Toronto;Paris;Tokyo;New York;Sydney;Singapore;London;

Step 7 Learning 2a

Learn the city names together with the whole class just like Step 2 2b

Listen and circle the cities and countries

2c

Listen and complete the chart Have a similar competition to consolidate the new words in this part.Step 8 Pairwork T has a conversation with one student like the following:---Do you have a pen pal?

---Yes, I do.---What's your pen pal's name?

---His/Her name is....---Where is your pen pal from?

---He/She is from...---Where does he/she live?

---He/She lives in....(Write it down on the Bb)Let the Ss practise after the T's example in pairs then several pairs do it in class.Step 9 Exercise

My pen pal is from Australia.(劃線提問)John's pen pal is from Japan.(劃線提問)He lives in Paris.(劃線提問)

Homework:

Read and copy the new words.Copy the sentences in Grammar Focus Make up the questions about Jodie in 2c The questions are: Does Jodie have a pen pal? Where is Jodie's pen pal from? Where does he/she live? What's his/her name?(This one can be chosen by themselves)Unit 2 Where's the post office?

Language goal This unit students leam to ask for and give directions(方向)on the street.New language Is there a bank near here? Yes, there's a bank on Center Street, Where's the supermarket? It's next to the library.Is there a pay phone in the neighbhood?Yes, it's on Bridge Street on the right.locations in the neighborhood such as post office, hotel,video arcade.Descriptive words such as new, old, dirty, clean.Descriptions of location such as across from, next to,Between

Recycled language

What are you doing?

Do you want to...?

Section A

Ask two rows of three students each to stand facing each other in the front of the classroom.Point to students standing in front and ask the class to repeat the questions and answers.Example 1

Teacher: Where'sYang Li?(Point to two students standing beside each other.)Yang Li is next to Li Peng.Example 2

Teacher: Where's Zheng Wen?(Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin.Example 3

Teacher: Where's Lin Jiahui?(Point to one student standing between two other students.)Lin Jiahui is between Sheng Lin and Li Dai.la

This activity introduces the key vocabulary.Focus attention on the picture.Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat.Point out the numbered list of words.Say each one and ask students to repeat.Then ask students to match each word or phrase on the list with one of the pictures.Say, Write the letter of each place in the picture next to the correct word or words on the list.Point out the sample answer f.Check the answers.1b This activity gives students practice listening to and understanding the target language.Point out the buildings and other locations in the picture.Say the name of each one to the class.Say, Now I will play recordings of three conversations.Listen carefully and circle the picture of each place you hear on the tape..Play the recording the first time.Students only listen.Play the recording a second time.This tine ask students to listen and circle the items they hear on the picture.Correct the answers.These items should be circle:video arcade, post office, supermarket.Tapescript(錄音稿)

Convernation 1

A: Is there a video arcade on Fifth Avenue?

B: Yes, there is.Conversation 2

A: Is there a post office near here? B: Yes, there is.There's one on Bridge Street.Conversation 3

A: Is there a supermarket on Center Street?

B: No, there isn't.1C This activity provides guided oral practice using the target language.Point to the different locations shown in the picture.Ask different students to name each one.If necessary,say the name and ask the student to repeat.Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the class.Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs.Say, First one person asks a question and then the other person takes a turn.Demonstrate（示范）the activity.Point to the picture and ask.Is there a post office near here? Then choose a student to answer.Guide the student to say, Yes,there's a post office on Bridge Street.As students work, move around the room and check progress(進展情況).Help students understand how to locate things on the map, if necessary.Ask several students to say some of their questions and answers for the class.教學后記：

教學方法有問題？

教了這么多年的英語，總幻想有一種方法，能讓學生輕輕松松把英語學好。哪怕自己多浪費點時間。有時想來，自己的教學效率實在是太低了，每天不分上課上自習，都是一個樣。也就是說在不誤課的情況下，我的教學時間應該是學校規定時間的兩倍，然而教學的效果卻很不理想。每天看著自己的隊伍步履蹣跚的前行，自己不由的懷疑自己的教學方法。

與此同時，這段時間由于我在學生每天記十個詞前，先領讀他們一遍，再分開音節，講一講英語的拼讀規則，發現學生的記憶效率大大的提高，這更讓我有理由懷疑自己的教學方法是不是不適合學生的實際？

吃早飯時突發“奇想”，是不是給學生一點時間，讓他們把每單元幾句重點句背下來更好呢？單詞需要積累，這點勿容置疑。對于我們的學生來說，典型句子同樣需要積累。句子背下來，在用的時候就可以舉一反三，就像語文中背范文一樣。對于我們我們這些基礎較差的學生來說，他們在交際時需要模仿，在他們的記憶庫中貯存就是十必要的。當然，如果學生能夠在課堂上用英語去表達的話，說明這些典型的句子他們已經掌握。但現實的情況是，這種方法更容易適用于尖子生，或者基礎較好的學生，很多學生只是充當的觀眾。

讓學生死記硬背是不對的，但不讓學生背也是不對的。

2a This activity introduces the terms across from, next to, between, and on.Focus attention on the pictures.Ask students to talk about the pictures, naming as many places as they can.Then name all the places in the pictures and ask students to repeat.Point out the four sentences.Say each one and ask students to rcpeat.Then ask students to match each sentence with one of the pictures.Say, Eacb sentence talks about one of the pictures.Write the number of the sentence in the box on the picture that it is talking about.Point out the sample answer 1.Check ihc answers.2b This activity gives students practice listening to and understanding the target language.Point out the buildings and street names in la.Say each one and ask students to repeat.Call attention to the four sentences in 2b.Read them to the class saying blank each time you come to a blank line.Say.Now I will play recordings of three conversations.Listen carefully and write a word from the box on each blank line.Point out the sample answer.Play the recording the first time.Students only listen.Play the recording a second time.This time ask students to fill in the blanks by listening to the items on the tape.Correct the answers.Tapescript(錄音稿)

Conwaraation 1 A: Excuse me.Is there a library around here?

B: Yes.It's between the video arcade and the supermarket.Conversation 2

A: Where's the park?

B: The park? Oh, it's across from the bank.Conversation 3

A: Excuse me.Is there a supermarket around here?

B;Yes, it'son Fifth Avenue.Conversation 4

A: Where's the pay phone?

B: It's next to the post office.2c

This activity provides guided oral practice using the target language.Point to the list of buildings in la.Ask a student to read the list aloud.Point to the question and answer in the speech bubbles(泡沫)in 2c and ask a pair of students to read the conversation to the class.Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs.Say, First one person asks a question and then the other person takes a turn.Ask about the buildings in 1a.Demonstrate（示范）the activity.Point to the map and ask,Where's the park? Then choose a student to answer.Guide the student to say, It's across from the bank.As students work, move around the room and check progress.（進度）

Ask several students to say some of their questions and answers for the class.Grammar focus

Review the grammar box.Ask students to say the questions and answers.Ask students to circle these words in the grammar focus section of their books: on, across from, next to, and between.Ask, Which words talk about two different buildings?(across/row, next to, and between)Ask, Which one talks about one building all alone!'(on)

Culture note

Many visitors to the United States believe that Americans don't like to answer questions or give directions(方向)to tourists（旅行者）and other visitors.This is not necessarily true.The pace of life is fast in the United States, especially（特別）in big cities.Most people walk quickly, talk quickly, and are in a hurry to get wherever they are going.Also, most Americans speak only one language and aren't used to talking with speakers of other languages.However, when a visitor asks a question,many people are pleased to be able to share their knowledge of their city or their neighborhood.A pleasant smile and a short, direct question will almost always get you the information you need.3a This activity provides target-oriented reading practice using the language items taught in this unit.Draw attention to the conversation in the box.Ask students to read it out loud.Ask a student to point out the place that Paul wants to get to.Guide the student to point to the book and say,Here's the hotel.Here's Bridge Street.Point to the two arrows.(箭頭)Ask students to repeat left and right.Then ask them to hold up their left hands and then their right hands.Ask students to read the conversation again.Then ask them to find Paul and Nancy in the picture.Answer

Paul and Nancy are the two figures outside the entrance to the park.3b

This activity provides guided writing practice using the target language.Call attention to the three pictures.Explain that the three pairs in these pictures correspond to three pairs in the large picture above.Ask students to find the pairs in the big picture.Point to the questions below each picture and ask a student to read them aloud.Point to the three write-on lines in the speech bubbles.Say, Write the answers to the questions here.Ask students to complete the writing individually.(個別的)

Correct the answers.1.Yes, there is.Go straight down New Street and turn right.There's a pay phone on the right.2.Go straight down New Street and turn right.Turn left at Bridge Street.The bank is across the street.3.Yes, there is.Turn right, then go straight down Bridge Street.The post office is on the left.It's across from the video arcade, next to the super-market.This activity provides guided oral practice using the target language，Call attention to the picture in la.Ask students to name all the buildings in the picture.Point out the conversation In the picture in 4.Ask different students to read each line.Have the students work In groups.One person chooses a building in the la picture but doesn't tell anyone which building it is.The others ask questions like those in the activity 4 picture until they guess which building it is.Several students can take turns choosing the building for the others to guess.Section B

la

This activity introduces the key vocabulary.Focus attention on the pictures.Ask different students to name the places shown in the pictures.They will probably not include words such as old, new, busy, quiet, big, small, dirty, and clean in their statements.Point to and name all the places in the pictures again without the describing words and have students repeat.Now point to each half of each picture and ask about the difference between the halves.For example, you might say;This is a park.Is it a clean park or a dirty park? Clarify(澄清)the meaning of the words clean and dirty by pointing out details in the pictures.Point out the pairs of words or phrases.Say each one and ask students to repeat，Then ask students to match each word or phrase on the list with one of the pictures.Point out the sampl answer.Check the answers.b

This activity provides guided oral practice using the target language.Call attention to the conversation in the picture.Ask a pair of students to read it aloud.Then ask several different students the same question.Ask them to tell the truth.Point out the list of phrases in 1a.Ask students to work in pairs They take turns asking each other questions about the things on this list.Ask them to tell each other the truth.As students work together, move around the room checking on their progress.Ask several students to present some questions and answers to the class.2a

This activity gives students practice listening to and understanding the target language.Point out the list of places in la.Say die name of each one to the class.Say, Now I will play a recording of a conversation.Listen carefully and circle the words in 1a that tell about Michael's street.Play the recording the first time.Students only listen.Play the recording a second time.This time ask students to listen and circle the places they hear.Correct the answers.2b

This activity gives students practice listening to and understanding the target language.Call attention to the street map in the box.Say, Now I will play the conversation again.Listen to if and draw the places in Michael's neighborhood on the street map.Play the recording.Students only listen.Demonstrate the activity by saying.What are the three places on the tape?(a hotel, a supermarket, Michael's house).Answer any questions students may have.Play the recording again.Students draw maps of Michael's neighborhood.Move around the room, offering assistance(提供協助)if needed.Have some students show their completed drawings to the class.2c

This activity provides guided oral practice using the target language.Say, Now let's work in pairs.The first person makes some statements about the picture in 2b.The seconds person says “true” if the statement is true and “false if the statement is false.The second person also changes each false statement into a true one.Call attention to the conversation in the picture in 2c.Ask a pair of students to read it aloud.Demonstrate(示范)the activity with a student.Have the student close the book.Then say one true thing and one false thing about the picture.Guide the student to answer ”true“ for the true statement and to say ”false“ for the false statement and change it into a true one.Ask students to practice in pairs and to take both roles.Move around the room helping students get started| and answering any questions they may havc.Ask several pairs of students to present some statements and responses(回答)to the class.Ask students to correct any mistakes they hear.3a

This activity provides reading practice using the target language.Ask a student to read the paragraph to the class or read it yourself.Answer any questions students may have.Read the Instructions（指示）aloud.Point out the sample of the circled description word(busy), and make sure students understand what they have to do.Correct the answers.3b

This activity provides guided reading and writing practice using the target language.Point out the guide and the blank spaces in it.Read it aloud saying blank each time you come to a blank line.Say, Now please write one word in each blank space in the guide.Look at the picture/or the answers.Point out the sample answer in the blank.Correct the answers.3c

This activity provides guided writing practice using the target language.Ask students to work on their own.Point out the description in 3b and say.Now write about your own neighborhood.Use sentences like these.This activity provides open-ended oral practice using the target language.Call attention to what the person In the picture is saying.Ask a student to read the statement to the class.Say,Now you can talk with your partner about your own neighborhood.Tell about the streets and buildings.Your partner will draw a picture of the neighborhood

Demonstrate the activity with a student.Have him or her make some statements and draw on the board what you hear.For example, you might draw a small supermarket across from a post office.As students work, move around the room offering assistance and answering questions.Ask some students to share(參與)the completed drawings and to make some statements to accompany(陪伴)them.Self check

This activity provides a comprehensive review of all key vocabulary presented in this unit.Ask students to check all the words they know.You may wish to have them circle any words that they don't know.Ask students to find out the meanings of any words they don't know.They can do this by reviewing the unit.asking you, asking their classmates or using a learner's dictionary or bilingual dictionary.This activity helps build vocabulary by providing a specific time and place for students to record new words.Ask students to enter five new words in their Vocab-builder on page 108.After students have recorded their new words, ask them to share their lists with other students.This can be done with the whole class or informally, in pairs or small groups.This activity provides reading practice focusing on the gmmmatical structures used to ask and say where things are.Ask students to read the letter and draw the route on the map.Answer any questions students may have.Check the answers.(You may want to draw a simple copy of the map on the board, and then have one student come and draw the route on it.)

教學后記：

培養學生的自信心和興趣是最重要的

培養學生的自信心和興趣是最重要的嗎？我一開始也對于這個結論也不以為然的。其次并這不是一個什么新的理論，而是是一個老掉牙的論調。但有兩件事使我對這句話有了更深刻的理解。

第一件事是在教育科學頻道

Unit 3: Why do you like koalas ?

Language goals

In this unit students learn to describe animals and express preferences and give reasons，New language

Why do you like koala bears?.Because they're cute,They're pretty interesting, They're kind of shy, They're very big.names of animals such as tiger, elephant, koala bear, dolphin

description words such as smart, cute, intelligent

names of countries: Australia, South Africa，Recycled language

between, across from

He's/She's from...He's / She's five years old.name of countries;China, Japan, Brazil

Section A

Additional materials to bring to class:

coins or other markers for the Bingo game in 4.Ask students to name as many animals as they can in English.Write the list on the board, Ask students to describe each animal in some way.They may tell its color or tell if it is big or small.Say, Today we are going to learn the names of some more animals.Well also leam how to say which ones we like and tell why we like them.la

This activity introduces the key vocabulary.Focus attention on the map of the zoo showing pictures of animals.Ask students to point to and name any animals they can.Point to the animals one by one and say the name of each.Ask students to repeal.Point out the numbered list of words.Say each one and ask students to repeat.Then ask students to match each word with one of the pictures.Say, Write the letter of each animal in the blank by that animal's name.Point out the sample answer.Check the answers.b

This activity gives students practice in understanding the target language in spoken conversation.Point to the animals in 1a-Ask students to point to and name the animals.Say, I'm going to play recordings of three conversations.Listen carefully as you look at the words in la.Put a checkmark in front of the name of each animal you hear.Play the recording the first time.Students only listen.Play the recording a second time.This time students check each animal name they hear.Correct the answers.c

This activity provides guided oral practice using the target language.Call attention to the example conversation in the picture.Ask two students to read it to the class.Answer any questions they may have.Point out the four description words.Ask a student to read them aloud.Review the meaning of each word.Say, Now you can make conversations about animals.Your conversations can be like the example.Use these description words.Ask students to work in pairs.Have them take turns saying both parts.If students need help getting started, demonstrate another conversation with a student.For example:

Teacher: let's see the elephant.Student: Why do you want to see the elephant?

Teacher: Because it's very smart.Ask some students to present their conversations to the class.2a

This activity provides listening practice using the target language.Call attention to the two blank lines on the left.Say,You will hear a recording of a conversation.Listen carefully.Then write the names of the two animals you hear on these lines.Play the recording the first time.Students only listen.Play the recording a second time.This time students write in the names of the animals.Check the answers.Point out the adjectives listed on the right.Ask a student to say the words.Say, Now I will play the recording again.This time draw a line between each animal and the adjective you hear.Play the recording and have students match each animal with an adjective.Correct the answers.2b

This activity provides listening and writing practice using the target language.Call attention to the conversation and the blank lines in it Say, You will hear the recording again.This time please write a word from the box on each blank line.Some words can be used more than one time.Ask a student to read the words in the box.Play the recording.Check to see that students are writing a word from the box on each line of the conversation.Go over the answers.2c

This activity provides guided oral practice using the target language.Call attention to the conversation in the picture.Ask two students to read it to the class.Say, Now you can have conversations like this one.Use the words in Box 1, Box 2, and Box 3 in your conversations.Demonstrate a conversation with a student.For example:

Student: Do you like penguins?

Teacher: Yes, I do.Student: Why?

Teacher: Because they're very cute.3a

This activity provides reading practice using the target language.Point to and say the names of the three countries on the maps and ask students to repeat

Point to the three animals and ask a student to name them.Say, Now draw a line between each animal and the country it comes from.Correct the answers.3b

This activity provides guided oral practice using the target language.Point to the conversation in the picture.Ask a pair of students to read it to the class.Ask students to work in pairs.Say, Now you can talk about where animals come from.Point to the map and animals students matched up in 3a-

Say, Work with a partner.Take turns asking and answering questions about the countries and animals in 3a.After a few minutes, ask several pairs to say the conversation for the class.Section B

Additional materials to bring to class:

Pictures of household pets and zoo animals cut out of magazines for Follow-up activity 1.This activity introduces more key vocabulary，Call attention to the animals in the picture and ask a student to say the name of each one.Point out the list of eight numbered adjectives at the top.Say, Now please match the adjectives at the top with the animals in the picture.Write the letter of the animal on the line after the adjective.Point out the sample answer.As students work, move around the room offering to answer questions as needed.Correct the answers-

2a

This activity provides listening practice with the target language.Say, Now I will play a recording of a conversation between Tony and Maria.This time circle the adjectives you bear on the list for la.Play the recording again.Students circle the adjectives they hear.Correct the answers.2b

This activity provides listening and writing practice using the target language.Call attention to the three headings.Animal, Maria's Words and Tony's Words, and the write-on lines under each.Say, Now I will play the recording again.This time please write the name of the animals each person talks about and the words they say.Play the first four lines of recording and stop the tape.Ask, What animal are they talking about?(the elephant)What words does Maria use to describe the elephant?(interesting, intelligent)

Point out the write-on lines where students can write these words.Play the whole recording and have students write the words they hear on the chart.Check the answers.This activity provides guided oral practice using the target language.Call attention to the dialogue next to the picture.Ask two students to read it to the class.Say, Work in pairs.Use sentences like these to say what you think about different animals.Demonstrate the activity with one or two students.For example, say, I like dolphins.They're intelligent.Ask students to work in pairs.As they work, move around the room checking on progress.Ask some pairs to present their conversations to the class.3a

This activity provides reading practice using the target language.Point out the three descriptions of animals.Ask students to take turns reading one aloud.Then draw attention to the pictures of animals below.Say, Write the letter of the animal in the blank lines above its description.There is one animal that is not described.Check the answers.3b

This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.Call attention to the pictures of animals in 3a, and draw attention to the grass, leaves, and meat.Ask a student to explain each word or use it in a sentence to show he or she understands what it means.Teach the expression sleeps.Point out the description in 3b with blank lines where some words are missing.Read it to the class saying blank each time you come to a blank line.Point out the six words in the box.Say, You can write these words in the blanks.Use each word only once.As students work, move around the room checking progress and offering language support as needed.Check the answers.3c

This activity provides reading and writing practice using the target language，Say, Now you can write a description like the one in 3b.You can use some of the same words.Write about any animal you like.You may wish to do a sample description with the class.Choose an animal's name and write it on the board.Then ask students to make statements about the animal.Repeat each statement and then write on the board.You can ask leading questions such as.Is it big? Is it lazy? Does it eat grass?

Ask students to write their own descriptions.You may wish to have less fluent students work with a more fluent partner，Ask students to share their writing with others in the class.After you have reviewed the students' work, you may wish to have some students recopy their work so that you can post it on the classroom bulletin hoard.Unit 4: I want to be an actor.Language goal

In this unit, students learn to talk about jobs.New language

What do you do? I'm a reporter

What does he do.' He's a student.What do you want to be? I want to be an actor.What does she want to be? She wants to be a police officer

names of jobs and professions

Section A

Brainstorm with students a list of jobs that friends or relatives do.(”Brainstorming“ is an activity in which you set a topic and students say whatever words they can think of relating to that topic.)Write the word jobs on the board and list all the jobs students mention.Point to the jobs one by one and ask students to say what ever they can about these jobs.Accept single word answers or simple sentences such as, It's fun.It's a good job.la

This activity introduces the key vocabulary.Focus attention on the art.Ask students to tell what they see in each scene.Ask students to name as many of the jobs shown as they can.Then point to a scene, name the job, and ask students to repeat.Point to the numbered list of words.Say each one and ask students to repeat.Then ask students to match each word wllfa one of the scenes.Say, Write the letter of each scene next to one of the ivords.Point to the sample answer.b

This activity gives students practice in understanding the target language in spoken conversation.Point to the different people shown in the picture.Ask various students to tell what they do as you point to each one，Say, Now you will hear three conversations.The conversations are about three of the people in this picture.Play the recording the first time.Students only listen.Play the recording a second time.This time ask students to write a number 1 next to the person being talked about in conversation 1.Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.Correct the answers.c

This activity provides guided oral practice using the target language-

Ask a student to read the example conversation with you.Hold up the book and point to the doctor in the picture.Say, Now work with your partner.Make your own conversations about the picture.You can use sentences like the ones in activity 1b.Say a dialogue with a student.Point to a picture of one of the people.Guide the student to answer using one of the words in activity 1a.As students work in pairs, move around the room monitoring their work.Oner language or pronunciation support as needed.2a

This activity gives students practice in understanding the target language in spoken conversation.Ask students to look at the three pictures.Ask different students to tell you what they sec in each picture.What are the people doing? What jobs do they have?

Play the recording the first time.Students only listen.Say, You will hear conversations about the people in these pictures.Play the recording a second time.Say, Write the number of each conversation below the picture of the person being talked about.Correct the answers.2b

This activity gives students practice in understanding the target language in spoken conversation.Point to the three headings in the chart and read the headings to the class.Ask students, What does ”wants to be“ mean?(It is not the Job the person lias now.It is the job the person wants in the future.)

Play the recording the first time.Students only listen.Say, You wiU hear about the people in these pictures.You will hear the job they haw now and the job they want in the future.Play the recording a second time.This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future.Point out the sample

2c

This activity provides guided oral practice using the target language.Point out the pictures in activity 2a.Ask who each person is.(They are Susan's brother.Anna's mother, and Tony's father.)

Say, Now work with your partner.Ask and answer questions about the pictures.Ask, ”What does he or she do?“ Then ask, ”What does he or she want to be?“

Say a dialogue with a student.Point to Anna's mother and then to the example in the speech balloons.Practice the dialogue with a student.As students work In pairs, move around the room monitoring their work.Offer language support as needed.3a

This activity introduces the names for the places where people work, and gives reading practice using the target language.Call attention to the pictures.Ask students to read the name for each place.As they name each place, write the word on the board and-ask the class to repeat it.Point out the list of jobs with the numbers next to each.Then call attention to the people in the pictures and the speech bubbles.Point out the sample answer and have a student read out the speech bubble.Ask students to work alone.Say, Write the number of each job in the square next to each workplace.Check the answers.3b

This activity provides guided oral practice using the target language.Point out the pictures in activity 3a.Ask students to name the workplace shown In each picture.Then point out the conversation in the speech bubbles.Ask two students to read It to the class.Say, Wow work with a partner.First practice the conversation in the picture.Then make new conversations.Use jobs and places from activity 3a.Say a dialogue with a student.Point to the word waiter in activity 3a and then to the picture of the restaurant.Ask a student.Where does he work? Guide the student to answer using the correct place: He works in a restaurant.Then ask.What does he do? and guide the student to answer, He's a waiter.As students work in pairs, move around the room monitoring their work.Offer language support as needed.This activity provides listening and speaking practice using the target language.Call attention to the pictures in the book showing how to play the game.Say, You will draw a picture of someone working.Other students will ask questions about the kind of job you are drawing.After two questions someone can try to guess the job.Demonstrate by drawing a picture on the board of a stick figure reporter.Add details(microphone, notebook,etc.)until students guess what job it is.Ask a student to go to the board.Say, Draw a picture of a person working.If necessary, help the student add details that show the job the person is doing.He or she can add a bank interior to show that the person is a bank clerk.A student could also use an eye chart on the wall to show that the place is a doctor's office and the person is a doctor.Ask two different students to ask questions about the Job, and then ask a third student to guess what job it is.Play the game using drawings by several different students.Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four.They will need pieces of paper on which to draw their pictures.They will also need pencils.Section B

New language

Words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun

Additional materials to bring to class:

help wanted ads from an English-language newspaper a

This activity introduces the key vocabulary.Focus attention on the six pictures.Ask, What job does the person have? Where does the person ivnrk?

Point out the numbered list of words.Say each one and ask students to repeat.Then use simple explanations and short sample sentences to help students understand what each word means.For example, Exciting means very interesting and very fast-moving.A police officer has an exciting job.The job is always changing.Something is always happening.For dangerous you might say, Dangerous means not safe.You might be hurt or killed in a dangerous job.Then ask students to match each word with one of the pictures.Say, Write the letter of each picture next to one of the words.Point out the sample answer.Check the answers.b

This activity provides guided oral practice using the target language.Call attention to the picture In this activity and ask a student to read the statement to the class.Then point to the picture of the police officer and say.It's an exciting job.Ask the class to repeat.Then say, What else can you say about being a police officer? Someone may answer, It's a dangerous job.Ask the class to repeat each correct answer.Then ask students to work in pairs.Suggest that they each point to the pictures of the workers and make statements about them.As students practice, move around the classroom monitoring their work.c This activity provides an opportunity for oral practice.Say, Name some of the jobs from this unit.Write this list of jobs on the board.Say, Can you name some other jobs? Add any new jobs to the list.Ask some students to make statements about Jobs on the list using the words in activity la.You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.2a

This activity provides listening and writing practice with the target language.Call attention to the two headings and ask a student to read die headings to the class.Point out the blank lines where students will write the name of a job(under the words wants to be).Play Ihe recording the first time.Students only listen.Say, Now I will play the tape again.This time write the name of a job under the words ”wants to be.“

2b

This activity provides listening and writing practice with the target language，Call attention to the second heading and ask a student to read it to the class.Say, This time you will unite why each person wants the job.Play the recording again.Students only listen.Then say, Now I will play the tape again.This time write the reason the person wants the job under the word ”Why?“

Play the recording.Students write their answers.Check the answers.2C

This activity provides open-ended oral practice using the target language.Say, What do you want to be? What words describe each job? Help the class make up a list of jobs they might like to do.As students suggest possible jobs, ask the class to suggest words to describe them.Use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.Then ask students to work in small groups.They tell each other what they want to do and why.Encourage students to use dictionaries if necessary.Move from group to group offering assistance as needed.Ask individual students to tell the class about what they want to be and why.3a

This activity provides reading and writing practice using the target language.Call attention to the three newspaper ads and read these ads to the class.Say blank each time you come to a blank line.Then read each ad again separately, pausing to allow students to ask questions about anything they don't understand.For example, in the first ad, students may not know that working late means ”working at night." To work hard means to use a lot of energy to do the job.Ask students to fill In(he blanks in the ads using the words actor, reporter, and waiter.Check the answers.3b

This activity provides reading and writing practice using the target language.Call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.Ask students to fill in the blanks using words from This section.Say,Look at the pictures next to each blank line.The pictures will help you guess the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.Check the answers，3c

This activity provides writing practice using the target language.Point out the blank strip of newspaper where students can write their own ads.Ask one or two students, What are you going to write about? Repeat each of the students' sentences and ask the class to repeat the sentences after you.For example: Do ^OM want an interesting but dangerous job? Do you want to meet new people? We need a police officer.Call the Smithtown Police Station at 555-2323.Ask students to read their ads to a partner.Ask the pairs to correct each other's work.This activity provides guided oral practice using the

target language.Ask two students to read the conversation in the speech bubbles.Answer any questions students may have about it.Then say, New please work in groups.Ask efuestions to find out what jobs each person wrote about.You can use sentences like the ones we just read.As students ask questions, move from group to group.Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.Unit5 I'm watching TV.Language Goal:

Talk about what people are doing.Teaching Aims:

The present Progressive(結構式: Be + V-ing)

Key Points:

---What’s he doing ?

---He’s reading.Difficult points:

現在進行時的用法和動詞V-ing 形式的構成。

Teaching Methods:

由淺入深,設置場景、對話以及表演來教授新句型。

Teaching Aids:

教學圖片、教學光盤、VCD機、錄音機

Teaching Procedures:

Step1.Warming – up

A.Duty report

Teacher: How are you, boys and girls?

S s : Fine, thank you.Teacher: OK, who’s on duty today?

(the student who is on duty starts to make a duty report)

B.Ask and answer

(The teacher asks some Ss to answer questions and writes down the verbs in the sentences on the blackboard.)

T: Usually, what time do you go to school?

S1: ……

T: When does your father watch TV in the evening?

S2: ……

T: Do you do your homework in the evening?

S3: ……

T: When do you play soccer?

S4: ……

T: what time do you usually eat dinner?

S5: ……

(The teacher should encourage the students after questions.)

The teacher ask the students to read these five verbs for several times.Step 2.Presentation

A.Match the words and the activities.Ask the students to turn to page 83, and look at the pictures in 1a.Then,the teacher ask questions:

----What’s he doing?(Picture 1)

----He’s making a telephone call.

第五篇：八年級下冊全冊教案

第一單元藝術表現的深層意蘊和審美價值（欣賞 評述）單元總目標：

1通過本單元各種欣賞、評述活動，能夠在感受、理解和體驗的過程中，發現與描述美術作品某些層次的深層意蘊。

2通過欣賞、評述活動能初步了解不同美術作品的審美文化價值和社會價值，并能進行判斷、交流與評價。活動一 課

題

欣賞與評述

課

時 1--2 教學目標

1、通過本課欣賞，使學生初步學習運用直觀感受和形象思維來發現和認識在各種美術形象或藝術形象、藝術語言的深層意蘊的內在含義。

2、充分利用課前所收集的有關歷史文化資料和美術史料，與美術作品互相印證和對照，進行研究和討論。

教學過程 課前準備

教師準備教具

欣賞掛圖或其他影像資料。盡可能選擇題材內容類型相近而意蘊各異，或形成風格不同但意蘊相近的作品。

學生準備學具

教材、自己收集的中外美術作品圖片和文獻資料。課堂學習

引導階段

展示不同類型的美術作品。可先選擇題材類型相近而意蘊不同，或形式風格不同但意蘊相近的中外美術作品，以便于學生進行比較和鑒別。可以用談話的形式，和學生共同討論“怎樣才算看懂了美術作品”或“應該怎樣欣賞美署名做”這樣的問題，以啟發學生探究美術作品深層意蘊和審美價值的動機。3根據需要，介紹所欣賞作品的創作背景和相關的資料，為學生的感性認識提供必要的知識基礎。

4引導學生瀏覽和初步閱讀美術作品，根據自己的感受和興趣，選擇一些準備重點欣

賞和評述的作品。欣賞深入階段

先選擇感性形象特征比較鮮明的雕塑或繪畫作品，如《躍馬》、《柳牛圖》、《杜甫》等，進行欣賞。引導學生感受與描述作品借助特定的物質材料和藝術語言所創造的生動形象的具體特征，從而體會出藝術形象所蘊含的內在生氣和生命活力。然后，再聯系其歷史背景來分析認識作品所表現的時代精神和思想感情。

2根據學生或小組準備的材料，分別對其他一些優秀作品進行欣賞和評述。3建筑、園林藝術的觀念性、抽象性較強，應結合有關歷史文化知識加深理解，但也不必介紹過多過深。

4美術欣賞活動的形式可以多種多樣。個別學習、分組學習、課堂討論等可以互相結合；如有條件，也可以到博物館、美術館、雕塑園進行現場教學。

總結鞏固階段

可根據本課目標和具體情況設計總結方式和程序。

課后拓展

1鼓勵學生可與自己選擇其他美術作品，特別是和課本所選不同類型的外國美術作品或現代抽象表現性作品，嘗試對其進行欣賞和評述。

2根據課內外欣賞的心得體會做進一步的思考，列出一些如“什么是審美意境”、“什么是文化內涵”、和“不同民族和國家的美術作品有什么不同的意蘊和審美價值”等問題，或者自己發現的其他問題。以準備在課堂上進行研討。

活動二、三、四 課

題

研究、討論與體驗 欣賞 評述 課

時 2--3 教學目標

通過本課欣賞活動，使學生進一步以審美感受為基礎并結合理性分析與綜合的研究方法進行欣賞，以加深對美術作品深層意蘊和審美價值的認識理解與體驗領悟 1本課學習的重點在使學生認識了解美術作品的審美價值、文化價值和社會價值，而這些都與欣賞者個體的價值觀念密切相關。因此可以在適當的活動階段，和學生探討一些基本的價值觀念，如人生價值、道德倫理價值、社會價值和審美價值等的含義，引導學生在欣賞中能較好地理解作品并能使自己能夠初步樹立和形成必要的正確價值觀念。

2本課的欣賞活動，包括分析與研究、討論與解釋、體驗與評價等步驟，注意把握好教學要求的層次與重點、難點，以引導學生欣賞活動的逐步深入。教學過程 課前準備

教師準備教具

欣賞掛圖或其他影像資料。參考書或專業辭書。如有可能，也可準備少量原作或復制原作。學生準備學具

教材、自己收集的中外美術作品圖片、準備的問題和查找的文獻資料摘錄。課堂學習

引導階段

展示一些可能引起學生不同審美反映，即有人認為美，有的認為不美的作品，讓他們進行欣賞和評述。

2通過談話說明，理性知識基礎或理性認知與感性知覺的緊密聯系，從而指出美術欣賞中也要進行分析與研究，討論與解釋，才能有比較深刻的體驗和比較準確的評價。

欣賞深入階段

先選擇《米洛斯的阿芙羅蒂德》、《最后的晚餐》等類作品，結合希臘神話和基督教《圣經》的有關知識，來分析和討論作品通過什么樣的人物形象，表現了什么樣理念和意蘊。

2選擇《粉色的音調》和《蘋果與橙子》等類作品，聯系音樂的節奏、旋律、曲調和音色等要素，來分析和討論作品以什么樣的結構與藝術語言，表現了什么樣的情感和意蘊。

3選擇題材或藝術特色相近的中外美術作品，結合其民族文化傳統進行討論和比較分析，嘗試解釋其不同的審美意蘊和文化價值。

4鼓勵學生根據自己對所選美署名做的欣賞體驗和感悟，分別進行扼要的評價與論述。

總結鞏固階段

可根據本課目標和具體情況設計總結方式和程序。

課后拓展

1鼓勵學生擴大自己的美術欣賞領域和視野，布局陷于課本和課堂，要關心日常生活中所見的各種美術表現形式和視覺傳達形象，運用所學習掌握的欣賞方法進行判斷與

評價。

2選擇自己最有欣賞心得的美術作品，進行欣賞評述短文的練習。

裝點我的居室 —（變廢為寶

因材施教）

教材分析: 隨著生活水平的提高，農村城鎮化的進一步推進，工業的發展。我們原本的生活環境已受到由以上變化而帶來的巨大變化。由此同時也帶來了很多的垃圾和廢舊材料。那么，我們應當采取什么措施來改變這種現狀呢？以同時達到培養學生從小就懂得注重保護環境的環保意識。

裝飾畫是以強調裝飾表現形式為特征的。培養學生對材料作為形式美感因素的認識，讓學生學會對材料的藝術處理和合理利用。從而提高學生的創造、動手能力。學生分析：

初二年的學生具有豐富的想象力、創造力，能有意識地運用形和色對自已所感所想進行有個性地表現，并且有較強的動手制作能力，同時體驗和感受生活環境的意識能力很強。教學目標：

1、知識目標：了解造型語言的要素和原理。

2、能力目標：體驗學習過程，掌握學習方法。

3、情感態度目標：在學習中體驗樂趣產生興趣，并行成一定的價值態度。設計理念：

通過本節課的學習，在提高學生環保意識的基礎上，利用廢舊材料創作自已喜歡的裝飾作品，培養學生學會發現和利用廢舊材料的美感因素去創造新的、美的造型。以提高學生的想象力、創造力、以及從生活中發現美、創造美的情趣。并且使學生了解裝飾畫的特點，學會發現和利用材料的美感完成一幅裝飾畫。提高學生的形式感受能力和學習性趣。

教學用具：多種形式的裝飾作品及相關的制作材料。

學習用具：（剪刀、膠水、顏料、舊掛歷、碎布料、毛線、雞蛋殼、小石塊、泡沫塑料、木片、吸管、紙盒、鉛筆屑、）等具有裝飾性的廢舊材料和繪畫材料。教學預測：

一、感受身邊的環境污染

通過身邊的變化來的讓學生充分認識環境受污染的危害性（石材廠、制衣廠、化工廠、鞋業制造、建筑垃圾、生活垃圾等）。污染大氣、污染地下水、影響環境衛生。

二、廢舊物的再利用價值與利用方式。

1、可以集中焚燒發電。（火電廠）

2、利用建筑垃圾填海造地（泉州擬建新的行政中心個別地段需要填海，單此一項就可節約資金1個億）

3、可以利用其產生沼氣。

4、壓制新型建筑材料。

5、利用廢舊材料設計創作裝飾作品。

三、展示用廢舊材料設計創作的裝飾作品，讓學生產生性趣。從而引入到裝飾畫和裝飾工藝品的話題上來。

1、常在什么地方見過些什么樣的裝飾畫？(家居、酒店、餐廳、車站、咖啡、等一些娛樂公共場所)

2、裝飾畫它有什么作用？（起著美化、點綴的作用）

四、材料的發現、選擇、利用

1、豐富的想象力附予廢舊材料以新的生命。如何善于留意周圍有利用價值的廢舊材料？

（西班牙藝術家畢加索巧妙地運用舊自行車的車座和車把組成《公牛頭》的造型。《公牛頭》貴在藝術家發現了廢舊材料的造型因素，利用這些因素創造了新的形態，既生動又活潑。）

2、根據題材的構思來選擇材料。（動物、靜物、人物、風景）

3、以“點、線、面”特征選擇利用不同形狀的材料來進行構思。

4、根據材料產生聯想，構思畫面（這種方法較便于學生學習創作）

五、裝飾畫、裝飾品的創作：

1、構思。分析材料的美感因素，形狀，色彩，肌理等，產生聯想。

2、構圖。可以簡單定位，用材料試試看怎樣選用合理。

3、材料組合。用最簡便的手法巧妙用料，合理地組合。如：注意運 材料的肌理，色彩和前后層次，粘貼要干凈平整。

六、作業要求：

利用材料的美感因素完成一幅裝飾作品。要求構思新穎、美觀，形象簡練、明確，做工精細、靈巧，裝飾效果好，具有一定的創新性。

增一分活潑、添一分情趣――室內裝飾小飾品的設計與制作

一、教學目標：

1、讓學生感受設計與生活的關系，建立初步的設計觀念，并通過設計與制作的實踐活動，了解設計從創意到制作的全過程，增強動手能力，初步建立技術意識。

2、通過案頭小工藝品的設計制作練習，發現和感知生活中的美，在動手實踐中強化技術意識。

3、提高審美能力和生活情趣，培養熱愛生活的情感。

二、教師課前準備：

家庭居室效果圖，室內裝飾品的欣賞投影片數張，范畫一幅，錄音機，學生作品數件。

學生課前準備：

課本，相關裝飾畫資料，廢舊材料

三、新課介紹：

（一）課程導入

1、教師引導性語言。

2、欣賞《家庭居室效果圖》

同學談欣賞感受

教師啟發性提問：假如沒有這些東西，房間會顯得怎樣？

學生交流：小裝飾品對室內的裝飾起到一個什么樣的作用呢？

請學生討論并說出理由。

室內裝飾品的作用非常重要，想不想知道是怎樣制作的呢？

（二）導入課題：室內裝飾小品的設計與制作

1、欣賞室內裝飾品投影片、學生作品

學生評述，充分發表自己的欣賞感受

教師指導要點：造型、色彩、種類、材料

2、教師總結并板書： 表現形式：平面、立體等

裝飾方法：繪畫、雕塑、立體構成、刺繡、各種粘帖（絨線，米、果殼、蛋殼，火柴棒，布貼，紙貼）等。

裝飾特點：自由生動，效果獨特，造型色彩主觀性強，具有廣闊的思維空間。

3、出示教師作品

強調裝飾品的制作方法很多，并非昂貴的材料才能做出美麗的畫，我們身邊有很多廢舊的材料，只要我們去發現，去實踐，充分利用，你會有意想不到的收獲。

4、實施活動一：

學生分小組討論：為你家里的小房間設計什么樣的裝飾品？選用什么材料制作。（課前布置學生收集材料）

5、實施活動二：

學生把想法告訴教師，并實現夢想，著手設計制作，教師巡視指導。

（三）展示講評

交流展示作業，師生共同評述作業的優缺點，總結出存在的共性問題。提出改進的建議和方法。

（四）、課后拓展

1、留心觀察各種人物、動物、植物等造型的裝飾表現形式以及陳設環境，注意積累，記憶這些造型，作為今后創作的素材。

2、課外嘗試用其它各種不同的材料設計制作室內裝飾品，并注意考慮其實用價值。

3、三、教學目標設計：

1、認知目標：讓學生初步了解中國京劇臉譜藝術的特點、譜式、色彩等方面的基礎知識，了解中國臉譜藝術富有圖案美具有鮮明的思想性和藝術性，培養學生對京劇臉譜藝術的欣賞能力。

2、實踐目標：學習按步驟臨摹京劇臉譜。根據譜式、顏色所代表的含義分組合作設計一套京劇臉譜。

3、情感目標：通過對京劇臉譜知識的學習，激發學生關心、熱愛中國臉譜藝術的情感，培養民族自豪感。

二、課業類別：工藝制作課

三、教學內容及重難點：

1、教學內容：學習京劇臉譜知識、設計制作京劇臉譜。

2、重點：培養學生對祖國傳統藝術的認識和熱愛。（通過多媒體、范畫、解決）。

3、難點：學習京劇臉譜圖案的設計制作，線條要流暢、和諧；色彩要均勻、清爽。

四、教學具： 留心觀察我們的校園，看能否為校園某空地設計一個雕塑。

1、學生：第一課時：臉譜資料、鉛筆。制作好的臉譜底板。第二課時：臉譜資料、水粉色、調色盤、毛筆。

2、教師：課本、京劇臉譜資料、圖片、錄像、CAI課件。

五、教學建議：

教學對象分析：本課教學對象是中學七年級學生，學生的感知力、理解力較強，對“時、空”觀念也比較明確，理解記憶、抽象思維和創造性想象有一定的水平，有意注意占優勢，并且能長久保持，興趣穩定。模仿能力創造能力都有很大的提高，對新鮮事物感興趣。京劇臉譜藝術對于他們來說是一種新的、不十分了解的知識，學生有濃厚的學習興趣和強烈的表現欲望。教材分析及教法設計：

1、教材分析：臉譜是中國戲劇中特有的化妝藝術，以寫實與象征相合的藝術夸張手法，鮮明地表現某些男性人物的面貌，揭示出人物的類型、性格、品質、年齡等綜合特征。臉譜又是一種富有裝飾性的圖案藝術，具有很高的欣賞價值。臉譜藝術歷史悠久，它的起源與面具有密切的關系。京劇興起后，臉譜造型日臻完善，在構圖上奠定了基本譜式，各類角色的臉譜進一步精致化、多樣化，但仍然保持著傳統臉譜的基本特點。

京劇臉譜通常分凈角與丑角臉譜兩大類。約有十余種譜式，凈角主要有：“整臉”、“三塊瓦（窩）臉”、“十字門臉”、“六分臉”、“碎花臉”、“歪臉”等。丑角譜式較少有：“豆腐塊臉”、“腰子臉”、“棗核臉”幾種譜式。

京劇臉譜的顏色一般以某一種顏色象征某人物的品質、性格、氣度，這種顏色成為“主色”，它是一個臉譜最主要的直覺表現手段。每個臉譜至少用三種以上的顏色，各種色彩顯示不同的作用與象征，可以表現人物的忠、奸、善、惡，寓意褒貶，愛憎分明。

本課選用了學生較為熟悉且具有典型意義的傳統京劇人物形象，使學生能夠很快的掌握本課學習內容，能在理解教師意圖的基礎上完成學習任務。

2、教法設計：

本課教學屬于 中學七年級工藝制作課，是學生在學習色彩知識的基礎上，對色彩知識掌握的延伸、鞏固，并學習運用色彩知識進行創作。針對學生特點在教法設計上采用：

觀察理解法：七年級學生觀察想象能力的比小學年級學生豐富，他們的感受能力很強，有耐心。在觀察事物時能自己思考分析事物，在認識客觀世界時具有

積極性、主動性。教師通過講解使學生對教學內容的認識由感性認識發展到理性認識，由模糊到清楚，幫助學生完成由抽象的主觀認識發展到具象的理解認識。

分析比較法：、七年級學生有很強的觀察理解能力，他們能夠分析比較出不同物象之間的相同點和不同點。教師要結合教學內容，引導學生通過細致的觀察、比較來認識教學內容，理解教師教學意圖。

指導制作法：教師要在學生理解教學內容的基礎上指導學生繪制京劇臉譜，但不能越俎代庖替學生選擇譜式、色彩。讓學生分組討論后選擇自己喜愛的譜式來繪制。

多媒體演示法：本課件采用網頁制作，以小結件形式融于網頁之中。美術課教學重要大量使用圖片、范畫，教師也要示范畫給學生看，這需要大量的時間，而課堂教學時間有限。利用多媒體的優勢，可以讓學生接受到大量的信息，幫助學生理解教學內容，教師也可以很快地進行范畫演示，師生互動。可以使學生能在學習中得到享受和樂趣，對教學內容更感興趣，激發他們的創作熱情。

六、教學多媒體設計：

在本課教學中使用了CAI多媒體課件，課件中包含有電影、聲音、動畫、演示過程等內容。CAI課件的使用使學生能夠更直觀、更清楚、更快捷地掌握知識點，提高學習效率。也使教師能夠根據實際教學情況隨時調整教學環節，有效地利用時間，提高教學效率。

七、教學過程： 第一課時 主要內容：譜式 步驟一：導入新課

[播放]—京劇唱腔片斷《鍘美案》、《古城會》。

1、提問：哪位同學回答下面的問題？ 你知道這是什么藝術? 為什么包拯、關羽、曹操臉上都有許多的圖案和顏色？ 學生回答：京劇，角色圖案和顏色是用來舞臺化妝用的。

2、教師總結：京劇是我國傳統藝術，在京劇中有些人物的臉上有一些圖案和顏色，是京劇特有的舞臺化妝藝術。這種用來化妝用的圖案和顏色在京劇中叫臉譜。

（板書：京劇臉譜）

[課件演示]：（出示臉譜資料）京劇——舞臺化妝——臉譜

3、教師提問：如此美麗的臉譜，你們想不想把它表現出來？ 學生回答。(略)步驟二：介紹京劇臉譜知識。點擊：[課件播放]——古代面具——京劇臉譜資料。

1、起源：

教師講解：京劇臉譜的起源與面具關系密切，人類早期的戰爭面具、儺舞面具、漢代百戲假面具都是戲劇臉譜的遠祖。京劇興起后，臉譜造型日臻完善，在構圖上奠定了基本譜式，各類角色的臉譜進一步精致化、多樣化，但仍然保持著傳統臉譜的基本特點。

2、意義：

問：京劇中為什么要用臉譜化妝？ 學生回答。

教師總結：臉譜是京劇中特有的化妝藝術。是用寫實和象征相結合的藝術手法，把人物的形象進行夸張，以突出、強化人物的生理特征——面貌及個性，而采用的一種手段，用來造成舞臺的效果。

2、京劇臉譜的藝術價值：（請學生談一談京劇臉譜的美感）

教師總結：臉譜既是一種舞臺化妝，同時又是一種裝飾性很強的圖案藝術，具有很高的欣賞價值，是中國老百姓喜聞樂見的一種藝術形式。

3、臉譜在京劇中的運用：

問：京劇中那些角色運用臉譜化妝？ 學生回答（略）

教師總結：京劇中的臉譜通常用于“凈角”和“丑角”兩大類人物形象的化妝上。生、旦角很少用。

步驟三：京劇臉譜的譜式：

[課件出示各種譜式]學生談各種譜式的特點。

教師總結：京劇臉譜在應用和發展中，形成了一定的譜式，約十余種，這是其中的五種。

介紹特點：

整臉：在整個面部涂一種主色，不勾花紋，而是在主色上畫出眉、眼、口、鼻的紋理，這種譜式稱之為“整臉”。

在整臉的基礎上，用黑色把眉、眼、鼻等在顏色上突出出來，而是使前額、左右面頰呈現出三塊明顯主色，平整的如同三塊瓦，稱之為“三塊瓦臉”或“三塊瓦窩”。

從腦門頂至鼻子尖，用黑色或顏色的立柱紋與眼窩大體呈“十字”形，額頭涂白，有灰色小圈眉子，此種譜式稱之為“十字門臉”。

與整臉相反，臉譜色彩、構圖最復雜的稱之為“碎花臉”。

色彩、構圖不對稱，表現人物形象反常、丑陋的臉譜譜式，稱之為“歪臉”。步驟四：

1、演示作業過程：[播放---演示課件] 在畫好的臉譜外形上定出左右的中軸線。定出眉、眼、口、鼻的位置。

用鉛筆勾畫臉譜紋樣，勾畫譜式時注意左右對稱（歪臉除外）。

2、完成一副京劇臉譜的設計制作。

3、[課件]出示作業要求：

a、可以獨立設計制作完成，也可以與鄰近幾個同學合作設計完成一套京劇臉譜作業，具體分工自己商議解決。如：水滸傳、三國等。b、本課時完成譜式的鉛筆稿勾畫。c、注意事項：

1、自選譜式；

2、左右對稱（歪臉除外）步驟五：學生課堂練習，教師巡回 進行輔導：

定中軸線、五官位置； 勾畫譜式；

[課件同時播放勾畫譜式過程] 步驟六：課堂總結

選優秀作業讓作者自己點品；其余同學提出優、缺點；教師表揚優點，不用自己的觀點影響學生。

步驟七：宣布下節課學生用具：

臉譜資料、水粉色、調色盤、毛筆。第二課時： 主要內容：色彩

步驟一：組織教學、導入新課 [課件播放]——京劇臉譜資料。步驟二：學習新知識——臉譜色彩知識

1、教師提問：那位同學知道京劇臉譜上的顏色是起什么作用的？ 學生回答（略）。

2、教師講解：在京劇臉譜上有許多的顏色，這些顏色都有一定的含義，不可以隨便亂用。

京劇臉譜的顏色是以一種顏色象征某人物的品質、性格、氣度，這種顏色稱為“主色”，它是一個臉譜最主要的直覺表現手段。藝術家用紅、藍、白、黑、金、紫、銀等顏色，以豐富的想象和夸張的手法，突出劇中復雜的人物形象。重在形、神、意三個方面，表現人物的忠、奸、善、惡，寓意褒貶，愛憎分明。

3、你能說出各種顏色各代表什么意思嗎？ 學生回答（略）

4、教師總結：京劇臉譜的色彩非常豐富，主色一般象征某個人物的品質、性格、氣度。

紅色——表現忠貞、英勇的人物性格，如：關羽。

藍色——表現剛強、驍勇、有心計的人物性格，如：竇爾敦。黑色——表現正直、無私、剛直不阿的人物形象，如：包公。白色——代表陰險、疑詐、飛揚、肅煞的人物形象。如：曹操。綠色——代表頑強、暴躁的人物形象。如：武天虬。黃色——代表梟勇、兇猛的人物，如：宇文成都。紫色——表現剛正、穩練、沉著的人物。

金、銀色——表現各種神怪形象。[教師講解同時課件演示-臉譜資料] 步驟三：著色方法 [課件演示---涂色過程]

1、先從白色入手，將所有白色涂滿，2、再涂顏色，要從淺入深地順序涂，3、最后著墨色。

步驟四：作業要求：[出示課件]

1、完成鉛筆稿著色。

2、注意事項：

每個臉譜至少有三種顏色。著色時先勾邊線再涂染。步驟五：課堂練習

學生分組完成作業——涂色。教師巡回輔導幫助學生完成。步驟六：點評學生作業

方式：學生將制作完成的作業戴在臉上，學生互相展示、觀看、評價，教師鼓勵學生認真完成制作，表揚有創意的作業。步驟七：宣布下課。

美術教案－泥塑雞

一、創設情境，導入 新課

師：你們喜歡看迪伲斯動畫《貓和老鼠》嗎？ 生：喜歡 師：為什么啊？

生：因為動畫片拍的很好玩，笨貓TOM總是被聰明的老鼠打敗 師：還有呢？

生：動畫片的想象力很豐富，TOM有很多鬼主意（生十分高興，氣氛頓時輕松活潑）師：你們說的對，貓的形象是非常有趣，可是有一次啊當TOM在家睡覺時卻發生了一件事…（演示多媒體課件：視頻展示TOM在床上怎么也睡不著，它被一陣聲音驚醒，頭腦出現“？”—— 這是什么聲音）師：你們聽出是什么聲音了嗎？

生：是天亮了，雞籠里的雞叫聲生：有許多雞，公雞、母雞、小雞… 師：對!可是老師要考考你們，你們能把這些雞畫給老師看看嗎？ 生：能（充滿自信的）（生開始在紙上畫，師請兩生上黑板表現）師：恩，畫的很不錯。

師：還有哪些同學愿意把自己的畫展示給同學們看一下（將學生作品在實物投影儀上展示）

師：同學們，你們認為這幅畫的怎么樣？ 生：他畫的雞形象很逼真

師：對，這位同學抓住了雞的基本形和動態特征，所以很生動。那么你們知道雞的基本形體特征嗎？今天老師也請來了一只雞，讓同學們看一看（出示公雞標本）（生很吃驚，接著非常興奮，有幾個還學著雞叫）

師：你們仔細看一看雞有哪些部分組成，每一部分長的什么樣。不清楚的同學還可以上來摸一摸，把你觀察的結果告訴同學們（生紛紛舉手上講臺，氣氛異常活躍）生：我知道，雞由雞頭、雞身、雞尾組成生：不，還有雞冠、雞嘴、雞翅、雞腿…(生大笑，“有點象在說鹵菜了！”)

生：雞的身體很大，頭尾兩頭尖尖向上翹，羽毛很光滑，翅膀象掃把、腿上還有尖銳的爪子生：雞嘴也很尖，它頭上有冠和肉垂，上面有許多小點

師：同學們觀察的很仔細，既然你們都認識、了解了雞，那么你們想用做陶的方法來表現它嗎？ 生：想！

師：這就是我們今天將要學習的內容（板書課題——捏塑：雞）評析：老師通過創設豐富的教學情境，建立了一個輕松活潑、主動探索的教學氛圍，這樣不僅激發了學生學習動機和學習興趣，充分調動學生的學習積極性，而且為使學生在自由中找到自我、發揮天性、真正提高各方面素質埋下伏筆。教師通過聽一聽、畫一畫、看一看、摸一摸、說一說來調動學生各種感覺，使學生真正了解雞的特征，為進行下一步制作打下堅實的基礎。此外，讓學生先畫再看的確是一大亮點。

二、新授

師：在做陶之前我們先來欣賞一下我們陶藝家和和我們同齡的學生自己制作的陶藝作品，看看他們是怎樣去用陶來表現雞這只動物的… …（多媒體演示雞的陶藝作品，其中有陶胚、也有施釉燒制成功的作品）

師：我們每制作一件陶藝作品，都要先進行構思，之后再考慮用什么方法制作合適、怎樣去制作！現在也請同學們想一想：你想做成什么樣的雞，怎樣做的與眾不同，又如何去表現每一部分。想好后同學之間可以進行討論、交流一下看法。還有、我們在制作時可以單獨完成，也可以采取同學、小組合作的方式完成（生思考、討論）

師：你們想好了沒有？哪位同學愿意把你想的或討論的結果告訴老師和其他同學

生：我想做一只正在吃食的雞，我首先用泥去捏雞身體，然后再做雞的嘴、冠、眼，這些我準備先做好最后后貼上去，雞尾、翅膀我準備用泥條貼

師：想的真好，只不過老師要告訴你，貼時一定要用泥漿粘牢，還有我們在做時為了保證以后燒制的成功，一定要把里面——

生：挖空師：還有沒有要說的生：我準備和他們兩個人合作，做一只大母雞帶著幾只小雞玩耍，雞翅我準備用修刀刻畫

師：可以，只不過你們幾個要商量好各做什么喲 生：我準備和同桌做兩只正在搶吃蚯蚓的小雞

生：我做一只驕傲的大公雞，雞腿我做成基座，這樣才穩定，能站牢 師：你的構思真妙，了不起，希望你能成功

師：既然同學們都已想好，那就開始制作，注意開始要練泥（生開始制作，教師巡視指導，適時推薦優秀做法和講解注意事項）

評析：教學中讓學生觀察各種雞的陶器，使學生了解雞的不同做法，提高制作欲望；讓學生構思再說不僅培養了學生動腦能力、開拓了學生思維、提高了學生創新意識，而且使學生明白藝術創作的過程，而學生為達到成功而克服種種困難作鋪墊，也為能體會到成功的喜悅打基礎。教師讓學生在課堂中充分進行自由交流，使他們在自由的空間里自主的選擇創作主題、內容和形式。改變了以前那種課堂結構，打破了傳統觀念，教師與他們多方面交流和發展，使學生自主學習、合作學習、探究性學習中學習知識，使他們在學習上有更多的自主性和更廣闊的創作空間。

三、小結師：同學們完成了沒有？

后記：教師讓學生在學習中學會評價：評價自己、評價別人好在那里、還可以怎么做，這樣有效地培養了學生動手動腦能力參加陶藝活動每個學生都會根據自己的不同思路、獨特的審美觀來做自己的作品。雖然每個學生做的作品或多或少存在這樣或那樣的缺點，但每個學生的作品都會有自己的特別之處，所以陶藝活動中的每個學生都是成功的，他們會因此而高興，因此而自豪。從而產生成就感，就會對這一活動更加感興趣、更加投入，因此會提高的更快。會使每個學生都有成就感是陶藝課的一大特點，這節課教師充分利用了這一特點，看到學生作品哪怕是一點點閃光點都進行及時表揚和鼓勵，肯定他們的成績，與他們一起分享情感體驗和成功喜悅，使他們能產生更大的成就感！

美術教案－繩子粘貼畫

繩子粘貼畫

1、教學目標

2、（一）利用不同色彩、材料、粗細的線或繩子粘貼線畫作品，制成具有裝飾美的工藝品。（了解）

（二）通過“繩子粘貼畫”的制作，培養學生創作新意識和動手制作能力，培養審美情趣。（練習）

3、課時安排 一課時

4、課前準備

5、硬紙板、各種各樣線繩。示范作品

四、教學步驟

（一）展示示范作品，激發學生制作興趣、揭題。

（二）介紹強子粘貼畫制作方法。1.在硬紙板上先畫出草圖； 2.按設計在底版上涂底色；

3.按設計要求選擇出相應色彩的線和繩； 4.按所描的線涂上膠水； 5.粘貼線或繩；

6.調整，7.使粘上去的線與所描的線吻合；

8.壓上一本書或幾本書在畫面上，9.使粘上的線粘得牢固、平正。

10.待膠水干后，11.將蓋上的書揭去，12.一幅“繩子粘貼畫”便完成了。

（三）一幅作品的成功有諸多因素，但最主要的是兩條：

一、作品的題材；

二、工藝質量。

如何指導學生選創作的主題，是輔導的重點；開啟學生豐富的想象力，使學生實現從再造思想向創造思維的躍進，大膽地表現童心、童趣，創造出反映現實，充滿精神美和形式美的好作品。

粘貼是工藝中的難點。不走樣、粘得牢并保持繩與底版的潔凈，這是件不容易做到和事。要在制作的過程中既培養學生認真、仔細的學習作風，又培養體味創造甘苦，鍛煉靈活敏捷的思維能力，出色的表現能力，提高鑒別和審美能力。

（四）對制成的工藝品處理，也是教學過程 中不可放松的一環。要珍惜來之不易的勞動與智慧的結晶。

1、組織一次展覽，2、互相學習；

3、將自己制作的作敬贈親友，4、增進友誼；

5、用親自制作的確良作品布置居室美化環境。

美術教案－折紙裝飾畫

課 題：折紙裝飾畫

教學目的 : ：

１． 認知：學會用折紙形式創作

２． 內容新穎有趣色彩明快的折紙裝飾畫 ２．情感：提高學生的折紙技巧和對裝飾美的認識 ３．能力：培養學生想象、創造的能力。重 點：折紙裝飾畫的制作方法。難 點：裝飾畫背景設計及制作技巧。教具：范畫、多媒體、彩紙、膠水、剪子

教學過程 ：

一、情境導入 ：

１． 聽音樂想象音樂表現的優美畫面。２． 學生說說你在音樂中看到了什么？ 意圖：激發學生的想象力和創造靈感。３． 教師出示范畫，導入 課題。

二、講授新課

１． 你會折動物嗎？舉行折動物比賽。請你告訴大家，你折的是什么動物。

２． 分組討論，給同組同學折的設計場景和故事。意圖：培養學生的合作意識、想象力和創造力。

３． 說說你設計的場景是什么色的？表達怎樣的情感？ ４． 你能總結一下折紙裝飾畫的過程嗎？ 根據學生回答教 師進行板書。

意圖:培養學生的自學能力和分析能力。

三、學生制作，教師輔導。（播放音樂）

四、作業 展評

１． 學生介紹自己作品。２． 同學互評。選出“小藝術家”。

五、總結

在這節課里，同學們發揮了想象力和創造力，制作出了精彩的作品。同時，也使我們對動物有了更深的了解，我們要保護動物，做他們的朋友。<吹塑紙版畫>教案

吹塑紙版畫

教學目標：

1、學習吹塑紙版畫的表現方法，了解吹塑版畫的藝術特色。

2、學會印制吹塑紙版畫。

3、通過學習，提高學生的抽象思維能力、形象概括能力、色彩配置能力，養成耐心細致、有計劃的學習方法。教學重點：

吹塑紙版畫的制作方法。教學難點：

吹塑紙版畫的藝術處理。教法：

講授法、演示法、練習法。學法：

指導學生親自動手制作吹塑版畫，讓學生掌握吹塑紙版畫的制作方法。教具：

吹塑紙、繪畫紙、黑色印紙、復寫紙、圓珠筆、鉛筆、水粉筆、水粉顏料、拓印工具、夾子。

教學過程：

一、組織教學：

檢查學生工具準備情況。

二、復習舊知識：

1、吹塑紙版畫的特點：

吹塑紙版畫是以吹塑紙作為底版材料，在吹塑紙面上以刻、劃、剪、撕、鏤等方法制作版面，然后拓印而成的版畫。其特點是，制作方便，印出的線條流暢，畫面肌理豐富。

2、說明本節課的任務是制版和拓印。板書課題：吹塑紙版畫

三、新授課

板書：制作步驟（教師演示）

1、過稿：

用圓珠筆或鉛筆把事先畫好的底稿拓印在吹塑紙上。

2、刻版：

刻線法：用鉛筆削尖后磨成圓頭或圓珠筆在紙面上較重地刻劃，刻劃時注意線條要流暢要疏密結合，用力適當，不能太淺，也不宜劃穿底板。其印制的效果酷似陰刻版畫。

撕刻法：用雙層吹塑做底版，把畫稿復印上去，然后用平口刀或美工刀刻去不要的部分（僅挑去上面的一層）。結合刻線法會使形象內部更豐富。用油墨印制后的作品會帶來如同木版畫般的意韻。

3、拓印：

粉印法：底版用肥皂去油或在顏色里加點洗衣粉或潔凈液，以增加水粉色的附著力。把制好的底版和準備好的黑色印紙用夾子固定一側，然后用畫筆沾水粉色在版式上局部著色，把印紙輕輕地蓋在版上，用小瓶在紙背上輕輕滾動，版面上的顏色就會均勻地吸附在印紙上。但一次著色不要過多，分幾次印完效果較好。全部印完后，要調整大的色彩關系，最后揭下印紙。

油印法：在制好的版面上用膠磙滾上油墨，蒙上白紙，用棕托壓印（或用磨托磨印），揭開白紙，白紙上即印出了一張版畫。

4、裝裱簽名

用前面講的托裱或襯裱進行裝裱，待作品干后簽上姓名、時間。

四、作業練習

內容：選擇一種方法創作一幅吹塑紙版畫。輔導要點：

1、由吹塑紙面的質料決定，運用圓珠筆在紙面上以較重的劃線塑造形象較為便利，效果也好，劃線時要保持線條的流暢和力度，刻線不能太淺，防止印時模糊，也不宜劃穿底版。

2、印刷用的水粉色不宜太稀薄，印紙不宜太濕，以防止顏色印糊。

3、注意保持畫面的整潔。吹塑紙版畫 制作方法與步驟

1、過稿

2、刻版

刻線法

撕刻法

3、拓印

粉印法

油印法

4、裝裱簽名

和諧溫馨的生活空間教學設計

（色彩、設計、實踐、體驗）課題背景：

課程的學習方式不只是傳統方式的學習和理解，還必須能反映現實社會中的問題，使學生在解決課題的過程中參與知識的創新，教學活動也不是課堂上的理論講解和實驗室的操作，還必須讓學生到真實的世界中，去獲得各種切身體驗的解決現實問題的能力。充分利用藝術教育資源，拓展藝術教育空間，豐富課程資源，使學生在真實的世界中感知生活空間，是當代教育對美術教育工作者提出的新課。活動目標和內容：

1、活動目標：

結果性目標

感受并理解色彩在生活空間的裝飾效果方面所起的作用

從空間面積、空間裝飾和空間設計等方面分析現代社會對空間設計的要求 掌握用線條、色彩等多種表現形式來描繪室內空間 體驗性目標

感受美術創造力在創造生活空間的作用

感知不同國家地區和不同時期不同風格的生活空間的異同 理解運用色彩的自然聯想和情感聯想的相互關系 信息資料的收集、檢索、歸納、整理

利用繪畫、設計、手工模型等形式進行具體操作體驗 方法反饋、評價和選擇

2、活動內容：

教材分析： 《和諧溫馨的生活空間》是新教材改革初中二年級的課題內容。色彩作為一種普遍的審美形式，存在于我們日常生活的方方面面。而人們對色彩的選擇完全按照自己的喜愛且不受室內外氣溫的影響來進行設計。色彩在居家環境中日益成為現代人重要的設計因素。

本課重點是要把色彩知識和家居色彩設計聯系起來。

知識點：1。色彩的自然聯想和

情感聯想。2。色彩在家居設計的運用。3。色彩與家居設計的和諧統一。

學生分析：

赤橙黃綠青藍紫，色彩無處不在，她們宛如一道絢麗的虹，點綴著自然和生活。豐富人們的視覺感受，又賦予居室鮮明的節奏和個性色彩。而我們的學生就和這些七彩的顏色一樣各具特色，作為教師要把學生對色彩不斷嘗試和運用與學生自身聯系起來，讓學生把獨特的色彩運用到生活中，讓色彩和學生的生活一體化、具體化。學生才會有較佳的表現。

教學方法： 運用家居影片欣賞、自拍錄像的形式、紋樣的動畫演示和墻面的直觀裝飾等形式。把設計、體驗和實踐融為一體。設計思路：

（1）

調動參與興趣，激發學生的設計欲望

教學開始，首先播放學生拍攝的自己家庭居室的錄像片段；并欣賞居室設計影片。引發學生體會生活中居室設計的色彩運用，與居室裝飾材料的和諧點。促使學生從使用者和設計者的角度轉化，激發學生們的設計思路。（2）

感受色彩在居室設計中的獨特個性

色彩不同感受亦不同。不同設計風格中的色彩帶來更多個性的體現。展開“我愛我家”的活動，學生討論居室色彩的不同感受，總結色彩的不同聯想。分析整體色彩設計，過渡到各居室的色彩設計。

a）不同色彩的聯想（圖）以紅色和綠色為主來分析理解。

展示紅色塊，聯想到太陽、紅旗和紅花等，到紅色的情感聯想---熱情、喜悅、革命等等的象征。感覺比較溫暖。

b)展示綠色調，看到綠色會想到春天和樹葉，草地，給人青春，希望，和平的感覺。（3）開展“ 我愛我家”家庭居室設計活動

心動不如行動，學生用色彩展現獨特個性的居室。

根據學生們的原有的色彩基礎知識和設計能力，來設定由簡單到復雜的設計任務。從墻面和地面入手，關注其他的色彩關系，注意點綴色的運用。。對學生設定合理又富有挑戰性的設計內容，促使學生敢于想象，大膽想象。展現優秀設計師的思維方式。

教學準備：

色彩特點比較明顯的生活圖片和影像資料，色彩的自然聯想和情感聯想資料。和多種色調的居室設計作品。

預期效果：

通過本課的學習，學生對于色彩的運用，會更加注重與生活的聯系。采用的“我愛我家”設計活動，會讓學生更大膽的表達自我。中間小組合作的練習，會提高學生的反饋、評價和選擇能力。達到生活中有設計，設計中也有生活的設計思路。教學過程： 一．

呈現錄像（學生自帶的家庭裝飾片段）

教師：請這位同學來介紹一個自己的家吧。并請學生講解自己家庭居室設計的特點。

學生：同學觀察其家庭居室的色彩變化。

教師總結：我們欣賞了生活中居室的色彩變化。也看到了美的居室需要用心去創造。才能有和諧溫馨舒適的家。

（出示課題----和諧溫馨的生活空間）

教師：

和諧溫馨的生活空間，展現著人們對美好生活的向往，體現著人與建筑的和諧，人與生活空間的和諧統一。

（放映---家居設計錄像）

同學欣賞藝術設計師在居室中對色彩的大膽采用。

教師：家庭居室的色彩是否合理是直接影響到使用者的生活的，也是最能體現家居設計的設計思路的。這里有設計師用色獨特，設計大膽的作品。

（出示資料圖片）

“我愛我家----名人說家”---英達的家-----劉歡的家

教師：請學生假設自己是《我愛我家》的英達導演，來分析英達家的裝飾用色。

學生：假如我是英達導演，選用的是中國傳統的家具設計和裝飾用色。

追求古香古色的風格。

劉歡的家裝飾的色調比較重，用了別人很少用的黑色，時尚，大膽。

教師總結：家居色彩的獨特魅力，是繼承傳統，是表達個性，是展現自己的一種方式。用色是和家居的整體設計相吻合的。

二． 色調與人的視覺心理

（出示圖片資料---居室相同，色調不同）

師： 這是一組居室相同，但是色調不同的家庭居室設計。請同學找到色調搭配不合理的色彩組合。

生： 學生自由討論。

最佳的居室色彩設計，色調不能亂。整個設計要有統一的色調。顏色雜亂會破壞人的視覺。色彩運用好，就可以有好的效果。

（出示圖片資料---色調和人的視覺關系）

生： 主色調的居室。有紅色調，黃色調，藍色調，多種色調的組合，一種色調的組合。

教師總結： 居室的色調可概括為暖色調，冷色調，中性色調，對比色調，調和色調等等。

（出示圖片資料----紅色、綠色的自然聯想和情感聯想）

師： 色彩運用的好，就需要了解顏色的各種變化。

紅色：

生：（討論析出）看到紅色會聯想到日出，太陽，國旗。給人以熱烈，溫暖的感覺。（出示圖片---以紅色調為主的居室設計）

師：以紅色調的為主的居室設計，溫馨浪漫，臥室和客廳的方面比較多，如果能把色調的明度和純度提高或者降低，色調的選擇會更多，更豐富。

綠色：

（出示圖片--討論析出）綠色自然聯想和情感聯想。

生： 看到綠色會想到春天和樹葉，草地，給人青春，希望，和平的感覺。

（出示圖片-以綠色調為主的居室設計）

生： 以綠色調為主的居室設計，清新，明凈。心態平和。可以用在廚房，客廳等房間。

（出示圖片----對比色為主的居室設計）

生： 色彩鮮明的色調，給人的感覺強烈，醒目，給人以明快，鮮明的特點。

師總結：

1.家庭居室是一個整體，在色彩設計上要有一個統一的構思；也要根據不同居室的功能和特點也有所區別。

2.家庭居室的設計色彩主要體現在：墻面、地面、家具設置、裝飾物品等方面

3.：“我愛我家”設計寶典：

主題要“明” ：一旦定下來某一種風格就不要輕易改變，有時候我們在選擇居室色彩的過程當中會不由自主地被一些其他的色彩、造型所誘惑，最終將所有的喜好都集于一室，布置成了大雜燴。

墻面要“色” 白色是傳統的色調，而要獨特的個性特性就是用色大膽，其中一點就是要有大面積的彩色墻面。因此，要打破墻面由淺色一統天下的局面，讓我們墻面也“秀”一把。

用色要“準” 不是所有的色彩作為裝飾都好看。也要注意用色，而這些色往往是從多色中提取，比如黃色、藍色、橙色等色，這樣做會比較保險。

三．實踐應用

（出示動畫制作----展示多種地面，墻面的色調裝飾）師： 展示空間模型中多種裝飾圖形，在居室設計的變化。

生： 有直接描繪的方式，色彩噴涂的方式，還有壁紙、壁布的類似效果。師： 心動不如行動----展開“我愛我家”的居室色彩設計活動。

同學采用小組合作的形式，在自己設計的居室稿中，設計家庭居室色調。（播放音樂---我愛我家）

表現方式：彩紙拼貼；色彩描繪；噴繪拓印；電腦制作等表現方法。

生： 學生小組互評作品，并賦予自己的作品一定的內涵“我愛我家”

“孩子也精彩” “精彩瞬間”“溫馨的家”“藍色夢幻”等等。

（分組展示小組的優秀設計作品---師生交流賞析）師：

運用電腦空間設計模型，展現學生具有鮮明個性特點的設計作品，生： 演示作品設計思路。介紹色彩裝飾的用意。師總結：

家庭居室是每個人都可以用心去創造的空間，是個展現美好生活的途徑。更是體現個性的一個方式。在相同的空間可以展現多種的裝飾風格。

教學小結：赤橙黃綠青藍紫，色彩無處不在。她們宛如一道絢麗的虹，點綴著自然和生活。豐富人們的視覺感受，又賦予居室個性的節奏和個性色彩。我們的居室在同學們大膽的設計下，一定會象這些多彩的顏色一樣各具特色，各具魅力的。我們的家也會真正成為我們施展個性，表達自我的一個途徑，也會真正成為我們心靈的港灣。

教學反思：

學生心靈深處迫切要求創造的基本潛能，給予他們寬松愉悅的環境，孩子才敢于自由想象，標新立異和創新使個性獲得發展。本課學生運用多種手段，抓住生活中的獨特視角，分組討論，自主聯想規律，在交流中找到不同色彩的聯想效果，最終達到不同層次的學生有不同的學習收獲。并且注重生活實踐，豐富創新內因，給學生最大的創新空間。本節課也體現了多元綜合。既超越教材內容，拓展教材內容，為學生提供大量的相關資料，擴展了學生思維的性，升華了教材的內容主題；以超越了形式，把美術同攝像相結合，把美術同音樂相結合，確立了多元綜合教學模式，這既適應時代發展的需求，更適應學生發展的需求。

第五單元:環境藝術設計(欣賞與評述)-----室內設計/陳設藝術設計 計劃課時:(1課時)教學目標: 1.聯系生活了解室內設計與陳設藝術設計的作用及含義

2.通過對各種作品的欣賞和分析,提高學生對室內設計的欣賞能力

從而提高學生視覺感受,體會視覺轉達設計的實用性和美感

3.通過本課學習,使學生認識室內設計的重要性.并運用已有的知識嘗試設計 教具與學具: 教具:多媒體課件(不同風格特點的室內設計和陳設藝術設計的圖片)或影像資料 學具:學生自收集室內設計和陳設藝術的圖片或影象資料 重點難點:明確目標，了解基本內容．

教學過程:

一.創設情境,引入課題 1.多媒體演示:運用平面室內設計沒有任何公共設施稿圖進行引入.(提問:一個空的,剛粉刷好的房間,沒有任何公共設施.假如你們是設計師,你會怎樣把這個房間設計的既漂亮又合理?)2.適時穿插陳設藝術設計

多媒體展示欣賞:陳設藝術設計的各種物品擺式

3.學生通過欣賞了解陳設藝術設計與室內設計的關系并嘗試設計(師引導,并引出本課的課題<<室內設計>>)二.活動一:欣賞與評述

欣賞:多媒體展示各種風格的室內設計圖.師進行室內設計的論述 ＊你心中的室內設計是做什么的呢？主要設計的是什么？（提問）

1.室內設計是一門集空間＼色彩＼形態＼照明＼材料＼工藝＼風格＼與風水文化＼環境藝術研究為一體的學問（指設計內容）

2.是現代文化與科學技術的體現，也是提高人們生活水平的一個實質內容．（提問:設計與生活有什么樣的聯系）

3.室內設計是建筑內部空間的思維創造活動，是建筑設計的有機組成部分，是建筑設計的繼續和深化,（學術上）

＊空間＿＿室內的劃分

色彩＿＿色調的確定（老人房與兒童房的不同等）形態＿＿不同的方式（直＼圓＼弧等）

材料＿＿木＼石＼織物等

工藝＿＿制作手法不同

風格＿＿室內裝修的特點

風水＿＿室內布置與傳統習俗的關系

環境藝術＿＿綠化裝飾等 ＊.根據以上內容并欣賞室內設計圖進行總結（提問:師引導,生回答）

三.師引導通過展示欣賞,生回答室內設計的內容 1.室內的空間

2.室內的家具與設施(適時插入陳設藝術設計)3.室內的裝飾（指造型與色彩）4.室內的照明 5.裝飾材料 6.室內環境藝術

四.小組合作交流,進行小結

(提問:室內設計給我們生活帶來什么樣的重要性)

1.改善和提高室內設計的實質條件和物質生活條件，提高室內環境的精 神品格，增加人們的生活價值并開發引導人們新的生活方式． 2.滿足功能＿＿滿足生活和工作的需要，適宜人體工學的需要． 五.室內設計作品欣賞

欣賞各種不同風格特點的室內設計 六.動手操作.實踐新知

(運用已學知識,再次嘗試設計自己喜歡的室內設計.并與第一次自己設計的室內設計稿圖進行對比)七.展作品.小組交流,并點評(評出最佳設計師)八.師課后總結